European International Journal of Pedagogics
54
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
54-58
DOI
3
OPEN ACCESS
SUBMITED
09 March 2025
ACCEPTED
05 April 2025
PUBLISHED
08 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Development of
Methodological Training
for Future Primary School
Teachers Based on
Artificial Intelligence as A
Pedagogical Issue
Najmiddinova Gulnora Najmiddin qizi
Navoi State University, PhD Candidate, Uzbekistan
Abstract:
This article explores the problem of
methodological training for future primary school
teachers using artificial intelligence technologies. It
emphasizes the relevance of integrating digital tools
into the educational process to improve the
effectiveness of professional teacher preparation. The
potential of AI to individualize learning, develop
methodological competencies, and enhance the
motivation of students at pedagogical universities is
discussed. Additionally, the article analyzes the
pedagogical conditions and approaches that contribute
to the successful application of AI in the methodological
training of future primary school teachers.
Keywords:
Methodological training, future primary
school teachers, artificial intelligence, pedagogical
technologies, digitalization of education, professional
competence.
Introduction:
The methodological training of future
primary school teachers is conducted under the global
challenges of the modern socio-cultural environment:
multitasking, digitalization, openness, cultural diversity,
and alternative scenarios for individual development.
One response to these challenges is the state-supported
development of the education system. For example, the
national "Education" project includes federal initiatives
such as "Modern School," "Teacher of the Future," and
"Digital Educational Environment," which aim to create
fundamentally new organizational and content-based
approaches to the professional preparation of future
educators [1]. A special emphasis is placed on the
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possibilities of digital transformation within the
education system.
Today's primary school students confidently navigate
various online platforms, quickly search for
information, use artificial intelligence for homework,
and communicate via messaging apps. However, they
often lack interest in learning, experience difficulties in
personal communication with adults and peers, and
struggle with emotional regulation and collaboration.
In other words, virtual interaction is often easier and
more engaging for students than face-to-face
communication.
Undoubtedly, teachers must possess the same digital
skills as their students. At the same time, they must
also develop professional skills in using digital tools
within a broader framework of digital culture. Future
primary school teachers must be able to spark student
interest in learning, select relevant educational
content, and choose appropriate pedagogical and
digital teaching technologies to help develop 21st-
century key competencies.
This is confirmed by the State Educational Standard of
Higher Education, which includes the following general
professional competencies:
•
GPC-6: The ability to use psychological and
pedagogical technologies in professional activities
necessary for the individualization of learning,
development, and upbringing, including students with
special educational needs.
•
GPC-8: The ability to carry out pedagogical
activities based on specialized scientific knowledge.
•
GPC-9: The ability to understand the principles
of modern information technologies and use them to
solve professional tasks [2].
Moreover, according to the Professional Standard for
Teachers, essential skills for primary school teachers
include: "the development (mastery) and application
of modern psychological and pedagogical technologies
based on knowledge of personality development and
behavior in both real and virtual environments" and
"ICT competence" [3].
Therefore, the central challenge in training students at
pedagogical universities lies in the search for updated
and effective tools and content for methodological
training under the conditions of education
digitalization.
The aim of this article is to model the process of
methodological training for future primary school
teachers in the context of digitalization.
Literature review
Various Aspects of the Methodological Training System
for Future Teachers. Various aspects of the system of
methodological training for future educators have been
analyzed in numerous national and international
studies. The growing interest in rethinking this issue is
driven by frequent and sudden societal changes: the
educational community realizes that the previous ways
are no longer sufficient, while the path forward remains
unclear. A transitional space is emerging, one that must
be filled with new content capable of equipping future
teachers to overcome professional challenges and
incorporating scientifically grounded learning strategies
for students [4, 5]. The content of methodological
training should include both the methodological
foundations of subject matter and the practical
professional tasks teachers will face [6].
Uzbek
researchers
have
developed
various
pedagogically grounded methodological approaches.
However, there is no unified view on the
appropriateness of using a specific approach. This is due
to the fact that the specifics of each approach influence
the development of training content as well as the
organization
and
structure
of
instructional-
methodological resources. Thus, the system of
methodological training for future teachers in
Uzbekistan is based on a variety of methodological
approaches.
According to Sh.Kh. Khozhiev, solving the problem of
methodological training for future teachers is linked to
increased focus on students’ individuality and abilities;
hence, the training process should be based on an
anthropological approach. M.I. Saidova, while analyzing
the development level of students' methodological
thinking,
considers
the
competency-based,
professionally activity-oriented, and professionally
personal approaches the most rational. Z.A. Kholmatova
argues that within the competency-based approach, the
substantive aspects of the competencies being
developed
—
particularly regarding the readiness of
future primary school teachers to apply ICT in their
professional activities
—
are insufficiently addressed.
A.A. Abdurakhmanov also raises the issue of rethinking
the competency-based approach in the training of
pedagogical personnel. He emphasizes the excessive
standardization of training content and proposes
reducing the number of competencies to form a unified
"competency framework." D.Kh. Tashbaev rightly notes
that methodological training, based on the concept of
developmental education, should involve a problem-
integrative
approach,
as
this
enhances
the
developmental impact on future specialists.
Given the significant differentiation of social demands,
the relationship between professional skills and
personal qualities of future primary school teachers
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becomes a key aspect of professional training.
Analyzing the theoretical foundations of modern
methodological systems for training students, F.Sh.
Alimova and N.B. Yunusova conclude that the basic
principles of the personality-oriented approach
provide a guiding framework for pedagogical activity
and stimulate the personal potential of future
teachers.
Methodological training supports the resolution of
professional challenges related to teaching subjects in
primary school. U.Zh. Normurodov, G.B. Ergasheva,
and M.R. Ismoilova justify the importance of a practice-
oriented approach, arguing that students must be
equipped with methodological tools for working with
schoolchildren. Future teachers must learn to apply
methodological skills in practice. According to these
authors, the effectiveness of the practice-oriented
approach is reinforced through its combination with
modular and situational approaches. Training should
be structured and tiered in accordance with the stages
of learning for each academic subject, enabling
students to grasp the specific features of the material
being studied. It is essential to rely on real professional
situations. M.T. Karimova also believes that teacher
training should address the real challenges faced by
practicing educators. In her research, she emphasizes
the importance of a task-based approach, which allows
a focus on the practical aspects of professional
competence.
Sh.A.
Kudratova,
N.Kh.
Khamraeva,
G.M.
Mamaraimova, Z.M. Tashlanova, D.Sh. Yunusova, and
A.A. Turaev explore the renewal of methodological
training content and processes for future teachers
through a technological lens. The information-logistical
approach has become dominant in the professional
development of future primary school teachers in
Uzbekistan. The effectiveness of training in this context
is supported by a system of practice-oriented activities
derived from course content.
Methodological training for future primary school
teachers encompasses not only content but also
methods, forms, and technologies of instruction, which
likewise require transformation. Increasingly, research
is focused on rethinking instructional formats
—
for
example, replacing lectures with exclusively interactive
and training-based forms. It is important to recognize
that teachers and students perceive information
differently, and students are no longer content with
passive lectures; they demand interactive engagement
based on real-world practice.
A. Rakhmonkulova, U. Nishonova, and B. Saidjanov, in
their study of teachers’ digital competencies, conclude
that digital literacy gaps must be addressed. Modern
educators must not only facilitate professional
communication and collaboration with students but
also possess and apply digital knowledge. Only then can
they be effective. Uzbek researchers have proposed
various effective methods and technologies in the
context of digitalization, such as flipped classrooms,
digital technologies, online learning, gamification, and
others.
A. Mamatova, Kh. Ergashev, I. Yunusova, and M.
Kholmatov summarize experiences with the use of
digital technologies in student training, highlighting
both their advantages and disadvantages. They stress
that despite the obvious benefits of ICT, an overload of
information and pre-made solutions can lead to
information fatigue among students. Online learning
has become an effective mode of education; however,
as N. Rakhimova, O. Yuldashev, and Sh. Azimova point
out, many students struggle to self-regulate their
learning processes.
R. Kenzhaboyeva, D. Ismatova, Sh. Ashurova, and M.
Tursunov conducted thematic research on the use of
flipped classrooms and gamification. Their comparative
analysis evaluated how these technologies influence
academic performance, anxiety, motivation, and
student autonomy. The use of these methods increased
student
motivation,
boosted
their
cognitive
engagement, and fostered greater independence in the
learning process.
In an era of rapidly expanding information and
communication technologies, future primary school
teachers must be prepared to integrate these tools into
their professional practice. Digital literacy is a core
competency for graduates, not only in acquiring
theoretical knowledge but also in applying it
practically
—
whether through problem-solving or
collaborative tasks. To ensure proper ICT integration in
education, modern information technologies must be
viewed as a vital means of training future educators
[13]. The key element in this integration should be the
university
instructor,
who
determines
which
technologies best support educational goals. At the
same time, instructors can also become obstacles to
developing students’ digital literacy, since “teachers are
s
ometimes less digitally literate than their students”
[12]. While most instructors have strong subject and
pedagogical knowledge, their digital proficiency often
lags behind. For the effective integration of pedagogical
and digital technologies, instructors must revise their
own information perception models and improve their
digital literacy.
Thus, a brief review of the literature within the scope
of the research made it possible to identify key aspects
of the digital transformation in the methodological
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training of future primary education teachers:
content; forms, methods, and technologies of work;
and staff training.
Methodological Base of the Research
In the course of this study, we used a set of methods,
including
theoretical
analysis
of
scientific,
methodological, psychological, and pedagogical
literature, as well as statistical processing of
experimental data. The research was conducted in
three stages. At the first stage, the main theoretical
and methodological foundations for identifying the
problem were determined through the analysis of
specialized literature. At the second stage, problems
related to the methodological training of future
primary school teachers were identified through
surveys of teachers, students, and employers. At the
third stage, a theoretical justification was developed
for modeling the methodological training of students
in the context of digital transformation. The materials
and methods of the research are based on the findings
of the authors and their colleagues in the field of
methodology and teaching practices in higher
education.
RESULTS
The process of methodological training for future
primary school teachers is based on the integration of
subject knowledge and methodological foundations
for teaching primary school courses as provided in the
federal primary general education program. During the
study of problems related to the methodological
training of full-time and part-time students specializing
in Primary Education, the specifics of methodological
training content in the context of digitalization were
clarified. The research was based on the results of
surveys and self-
assessment reports from students’
teaching (practical) internships in their final and
penultimate years. The first indicator was the
questionnaire "Problems in Studying Methodological
Cycle Disciplines by Future Primary School Teachers in
the Context of Education Digitalization," with 120
respondents.
The results showed that the overwhelming majority of
students recognize the importance of integrated study
of subject and methodological disciplines and their
necessity for future professional activity. In response
to the question "What is most important to you in
studying methodological cycle disciplines?" the
respondents’ opinions were divided. Among the
answers were: the quality of theoretical material
presentation (74%), quality of seminar sessions based
on interactive engagement (69%), form of lesson
organization using active learning methods (57%), use
of digital technologies (53%), culture of pedagogical
communication (49%), and organization of remote
access to electronic methodological materials (39%).
All students believe that education digitalization directly
influences their level of professional preparation.
According to them, the advantages of studying
methodological
disciplines
in
the
digitalized
environment include the use of various electronic
services and resources, process transparency, and
accumulation of personalized data during learning. As
disadvantages, the respondents pointed out the need
for information verification, reduced live interaction
with teachers and peers, declining quality of resources,
and the need to meet originality and ethical standards.
As recommendations for lectures, students emphasized
the need to demonstrate the application of theoretical
knowledge in real professional situations, and not
merely use multimedia presentations, but original
resources that allow teacher-student interaction during
classes.
CONCLUSION
Thus, the problems in training future primary school
teachers in methodological cycle disciplines are
associated with:
•
insufficient
demonstration
of
modern
technologies during practical training in relation to
diverse learning situations in contemporary primary
schools;
•
limited use of practice-oriented tasks by
instructors;
•
poor consideration of students’ information
perception characteristics;
•
limited inclusion of various forms of organizing
lectures and practical sessions.
Given the identified issues, we believe that the
methodological training of future primary education
teachers should consider the following modern
approaches to educational activity in pedagogical
universities:
•
Activity-Based
(System-Activity)
Approach
(suggests that learning goals are defined by outcomes,
and the outcomes of future primary teacher training
should align with the demands of professional practice);
•
Competency-Based Approach (focuses the
content of training on
the graduate’s ability to quickly
adapt to professional activities and respond effectively
in various pedagogical situations);
•
Modular
Approach
(emphasizes
shifting
educational focus toward modular representation of
training content and structure).
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