https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
219
A MODEL FOR USING DIGITAL EDUCATION TECHNOLOGIES TO DEVELOP
THE PROFESSIONAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS
Isroilova Rukhshona Sunnatovna
Associate Professor at Navoi State University
Annotation:
This article covers the model of using digital educational technologies in the
development of professional competence of future primary school teachers.
Keywords:
digital educational technologies, professional competence, Flipped classroom,
distance learning, mobile applications, learning environments.
One of the main aspects of improving the educational process in higher education institutions in
our country is the modernization of the digitalization of the educational process [1].
With the introduction of digital technologies, the characteristics of education are changing. This
leads to organizing the educational process based on modern educational technologies,
increasing students' interest in science, promoting independent learning, and developing
professional competence. Furthermore, it allows for an increase in the volume of educational
information presented to students. In connection with the possibility of using various teaching
methods and forms, it ensures the visualization of any educational material learned by students.
By teaching modern methods of independent study, it facilitates knowledge acquisition through
differentiation and individualization, ensuring successful learning for students of all categories.
Therefore, the introduction of digital educational technologies into the educational process for
future specialists in higher education institutions, including future primary school teachers, and
the development of new approaches to this process, remains one of the urgent challenges today.
In the proposed research, to address these issues within the framework of the study, a model for
utilizing digital educational technologies to develop the professional competence of future
primary school teachers has been improved (see Figure 1)
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
220
Figure 1. Model for developing professional competence of future primary school teachers
The proposed model consists of organizational, technological, and control components. In the
organizational part, the goal is defined as utilizing digital educational technologies for the
Goal: To develop the professional competence of future primary school teachers
Or
ga
ni
zin
gp
ar
t
Person-centered approach
Shapes
Audience
Independent
Circle
Various
Resources: Local and international
information and educational environments,
educational portals, and cloud-based
learning platforms
Educational
technologies:
Flipped classroom,
blended
Implementation
1. Enhancing motivation 2. Developing creative abilities 3. Cultivating cognitive thinking
related to lesson planning 4. Fostering research skills
1. Solving tests and crosswords; 2. Completing independent learning assignments; 3.
Creating pedagogical software tools using digital resources; 4. Completing case studies
and preparing theses.
Tasks:
Assessment and monitoring
Criteria
Degrees
Medium
High
Lower
Organizational and
substantive
Cognitive-
operational
Personal-reflective
Result: The professional competence of future primary school teachers will be
developed
Te
ch
no
lo
gi
ca
lP
ar
t
Or
ga
ni
zin
gp
ar
t
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
221
effective organization of the educational process and the development of professional
competence in future primary school teachers.
The technological part of the model envisions classroom activities, independent learning,
organization of clubs, and conducting various events for future primary school teachers based on
a person-centered approach.
"A person-centered approach is education based on the learner's personality, their individuality,
values, and the creation of humane relationships within the group. Through this approach, each
student recognizes themselves as a person with equal rights"[2].
Also, the personality-oriented approach consists in the formation and development of the
student's cognitive abilities, contributing to the formation, development, and upbringing of the
individual by ensuring the requirements for a deep volume of knowledge, skills, and abilities.
"The goals of the personality-oriented approach are to direct the activities of students towards the
search and processing of information and the generalization of methods of action. This is not
about presenting ready-made material, but about awakening the student's interest, discovering the
potential of each of them, activating their collective activity. The relevance of personality-
oriented learning lies in the fact that it offers students various interesting materials: the practical
application of work on personality-oriented learning during lessons, such as role-playing and
didactic games, puzzling questions, problem tasks, entertainment and game situations, which
contributes to the creation of learning conditions that transform students into subjects eager for
self-knowledge and self-development"[2]. Taking into account the presented possibilities of the
personality-oriented approach, it is advisable to use it in the development of professional
competence of future primary school teachers.
The goal is to use the integration of local and foreign information and educational
environments, educational portals, cloud-based educational environments, as well as Flipped
Classroom and blended learning technologies.
Therefore, in the development of professional competence of future primary school teachers, it is
recommended to use the following information and educational environments, educational
portals, and cloud-based educational environments (see Table 1).
Table 1.
Educational environments, mobile applications and their capabilities
No.
Educational books and
mobile apps
Recommendations for use
Educational environments
1.
learningapps.org
Word formation from letters
2.
powtoon.соm
Create a subject video presentation
3.
kahoot.com
Hold online quizzes
4.
ahaslides.com
Preparation of various presentations
5.
wordwall.net
Preparation of didactic teaching aids for the logical
development of students in the subject
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
222
6.
bookwidgets.com
Online crossword puzzles
7.
thewordsearch.com
Development of didactic tools with various word-games
8.
gamma.app, slidesgo.com
Artificial intelligence presentation preparation
9.
gamilab.com
Preparation of didactic learning tools with online games
Mobile apps
YouCut-Video Editor
Prepare image video presentations
Test Maker
Preparation of online didactic assessment and control
tools
AI Questions Generator
Preparation of pedagogical software tools for
assessment and control with artificial intelligence
For effective utilization of the recommended learning environments and mobile applications, it is
advised to employ Flipped Classroom and blended learning technologies.
Flipped Classroom is a modern approach to organizing the educational process, a teaching
technology designed to structure classroom activities and students' independent learning. It is
also a technology that aligns well with problem-based learning, ensuring broader student
engagement in the learning process [3]. This approach enables the creation of a dynamic and
creative environment in which future primary school teachers learn to think critically and
collaboratively solve given tasks.
The term "flipped classroom" is a direct translation of the English phrases "flipped classroom" or
"inverted classroom." A distinctive feature of the Flipped Classroom learning technology is the
complete or partial shift of knowledge acquisition to independent study. French educators have
simplified the definition of the Flipped classroom learning technology. According to M. Lebrun,
one of the authors of the book "Flipped Pedagogy": "Flipped teaching is not fundamentally a
new method, but rather a new way of thinking, aimed at optimizing classroom work with
students through extracurricular activities focused on in-depth subject study" [4]. The teacher's
role is to encourage students to independently seek knowledge outside the classroom, teaching
them not only to search for information but also to verify its reliability, analyze it, and
understand it critically. Subsequently, the goal is to foster an active intellectual engagement with
the educational material in the classroom, which is a necessary condition for acquiring new
knowledge.
The use of the "Flipped Classroom Method" in the higher education system is subject to certain
conditions. The philosophy behind this approach is rooted in Socrates and his method of
stimulating thought and establishing truth, as well as the art of eliciting correct answers from
students. The Socratic method is based on a dialogue between two students, where truth and
knowledge are not presented in a ready-made form, but rather emerge through problem-posing
and investigation. Therefore, it requires preparation prior to the class session. Socrates viewed
his role as engaging in conversation and posing increasingly probing questions, encouraging
students to discover the truth for themselves [5].
Although foreign scientists have conducted research to determine the effectiveness of the Flipped
Classroom technology, particularly, E. Mazur, a physics professor at Harvard University in the
USA, recommended providing lecture materials in advance so that students could at least
familiarize themselves with new concepts and terms when preparing for the lesson. At the
beginning of the class, Mazur conducted a brief survey, the results of which signaled to the
professor how well the educational material was understood and which questions required
special attention. Subsequently, in-depth study of the material and problem-solving were carried
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
223
out in mini-groups. Unlike traditional physics lectures, he did not demonstrate solutions to
similar problems, but instead encouraged students to think about and apply general principles
and theories in various situations [5]. The conducted intermediate and final tests showed a higher
level of mastery of the educational material compared to traditional teaching methods [6].
Regarding these issues, the term "Flipped Classroom" was first used in 2007 when two high
school chemistry teachers in the USA, D. Bergman and A. Sams, began distributing unpublished
materials, including video lessons that could be used to study new educational content at home.
The school where Bergman and Sams worked was in a rural area, where students often missed
classes. To save time and avoid giving additional lessons to absent students, the teachers
proposed the idea of recording their lessons on video. This way, students who missed lessons
could watch the video recording of that lesson at their convenience at home. Students responded
enthusiastically to this approach of independently studying classroom material. Moreover, those
who attended the lessons also began to review the video lessons, especially during exam
preparation periods. According to Bergman and Sams, as a result of this experiment, the number
of underperforming students significantly decreased [7]. The success of these video lessons
served as an impetus for further development and experimental testing of this idea in terms of
finding ways to optimize educational content.
This method represented a minor revolution in the approach to traditional education and
provided an opportunity for professional development and self-improvement for progressive
teachers. Without neglecting the process of knowledge transfer, they directed their efforts
towards student-centered learning and development.
Currently, several forms of education based on the Flipped Classroom technology are
distinguished [4]. The model of the educational process based on the Flipped Classroom
technology involves familiarizing students with theoretical material prior to the upcoming lesson.
Preparatory materials can be presented in the form of lecture summaries, textbook paragraphs,
presentations, or video and audio documents. During the lesson, the professor-teacher facilitates
a discussion of the covered material, explains difficult points, answers questions, and employs
interactive teaching methods. It should be noted that despite the partial implementation of
distance learning, this model remains similar to the traditional education system and retains a
translational character: first, theories, concepts, and models are studied, followed by their
practical application [5].
The application of the Flipped Classroom technology, traditionally considered "advanced," also
involves two stages in the next model of education - classroom learning and independent study.
It entails a gradual increase in task complexity and an expansion of activity types. During the
initial preparation process, students independently search for information on the given topic,
study scientific and methodological sources, watch video lessons, and prepare theses, discussion
points, or questions for round tables, which they will present to listeners in mini-groups or
individually. They upload their work results to a shared digital platform, allowing the professor-
instructor and other students to familiarize themselves with the materials in advance and better
prepare for the lesson. This way, each student's independent work is monitored. In the classroom,
prepared sources are presented, the studied material is discussed, each group's work is
substantiated, and based on the expressed opinions, either a general conceptual framework is
developed or a mini-colloquium is held, where one group gives a presentation while the other
organizes debates [5].
Based on the ideas presented, it can be said that the Flipped Classroom technology model is a
combination of two models. The essence of this model is not changing the location where a
certain type of activity is carried out, but rather reorganizing the main components of the
educational process. The traditional sequence of applied competencies (memorization,
understanding, application, analysis, synthesis, evaluation) is changing.
Firstly, the practical application of the theory or model is studied, and only then is it theoretically
substantiated. In the context of increasing the practical orientation of the educational process,
this model of Flipped Classroom technology is the most realistic pedagogical approach. This is
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
224
because in everyday and professional life, we often have to make decisions under conditions of
uncertainty or risk, especially in the economic sphere. During the distance learning stage,
students in mini-groups work on a task or problem situation, try to evaluate it, search for and
analyze the information necessary for an objective assessment of events, and propose possible
solutions. The found data and sources are presented to the students, the task is analyzed under the
guidance of the professor-teacher, and the advantages and disadvantages of each proposed
solution are compared. After this, another stage of distance learning begins, during which
students study the theoretical foundations of this problem and the experience of working on the
given issue. In the final stage, the results are summarized for the participants and all the material
studied on the topic is consolidated. The applicability of the given model or theory to other
situations is analyzed.
While traditional pedagogy presents knowledge in a ready-made, structured, and logically
organized form, the Flipped Classroom technology requires students to actively participate in
searching for, understanding, and processing information for further use. This approach
stimulates interest in the subject being studied, encourages students to think independently, and
broadens their knowledge boundaries within the discipline. In this context, the role of the
professor-teacher also evolves. The professor-teacher transforms into a consultant, organizer of
various student activities, a guide in the process of developing specific competencies, a work
supervisor and mentor, manager, and moderator [8].
At the same time, the Flipped Classroom technology significantly alters the traditional
assessment process, focusing on the repetition of knowledge and its application in clearly defined
academic situations. Various flipped classroom models offer a wide range of knowledge
assessment forms depending on the tasks students face. In cases where information is not
provided by the professor-teacher, but students need to find it themselves, the approaches used
for the search are evaluated.
According to N.V. Tikhonova, to ensure quality education that is required in real life, the teacher
must have a clear understanding of what is happening in the program's courses. Additionally,
they should work with colleagues from other fields of knowledge to develop interdisciplinary
situations that provide integrity to the acquired knowledge and help form the ability to view
problems comprehensively. She emphasizes that learning based on Flipped Classroom
technology is not an entirely new method; it intersects with various approaches such as learner-
centered education, problem-based learning, competency-based approach, and the system-
activity approach [5].
The main purpose of the Flipped Classroom technology is to have future primary school teachers
study lesson topics in advance using scientific and methodological sources and educational
environments [9]. During the class, the professor and future primary school teachers
collaboratively discuss and find solutions to problematic issues related to the topic. This plays a
crucial role in helping future primary school teachers master the professional subjects taught in
their training. In this approach, the topics of professional courses are shifted to independent study.
Specifically, future primary school teachers independently study a particular lesson topic
beforehand using information and educational environments, learning platforms, and cloud-
based resources. During class time, they clarify unclear concepts, apply their acquired
knowledge in practice, and exchange ideas with one another. Throughout the lesson, the
professor takes on the role of instructor and advisor. As a result, classroom activities for future
primary school teachers are oriented towards organizing debates and discussions, thereby
enhancing their creative abilities.
Thus, it is recommended to utilize the model proposed within the framework of this study for
developing the professional competence of future primary school teachers. In this context, the
goal is set to incorporate digital educational technologies in the training of future primary school
teachers.
References:
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
225
1. Ilyakhov M.O. Methodological foundations for organizing interactive collaborative learning
based on wiki technology // Abstract of dissertation for the degree of Candidate of Pedagogical
Sciences. - Moscow: 2013. - 48 p.
2. Tarantsova, A. V. Personality-oriented learning based on modern pedagogical technologies / A.
V. Tarantsova, V. V. Popova. - Text: direct // Problems and Prospects for the Development of
Education: Proceedings of the VIII International Scientific Conference (Krasnodar, February
2016).
-
Krasnodar:
Novatsiya,
2016.
-
pp.
25-27.
-
URL:
https://moluch.ru/conf/ped/archive/187/9526/ (accessed: 01.04.2025).
3. Johnson L., Adams Becker S., Estrada V., Freeman A. Отчет NMC Horizon: высшее
образование - 2015 // Остин, Техас: New Media Consortium, 2015.
4. Dumont A., Berthiaume D. La pédagogie inversée. Enseigner autrement dans le supérieur avec
la classe inversée. – De Boeck Supérieur s.a., 2016. – P. 235.
5. Tikhonova N.V. "Flipped Classroom" Technology in Higher Education: Potential and
Implementation Challenges // Kazan Pedagogical Journal No. 2, 2018. - pp. 74-78.
6. Mazur E. Peer instruction: A User’s Manual // Prentice-Hall, Upper Saddle River, NJ, 1997.
7. Bergmann J., Sams A. Flip your classroom: reach every student in every class every day //
Washington, DC: International Society for Technology in Education, 2012.
8. Mandel B.R. Modern and Traditional Technologies of Pedagogical Mastery: A Textbook for
Master's Degree Students / Moscow - Berlin: Direct-Media, 2015. - 260 pages.
9. Zаppе, S., Lеiсht, R., Mеssnеr, J., Litzingеr, T., & Lее, H. W. Flipping thе Сlаssrооm tо
Еxplоrе Асtivе Lеаrning in а Lаrgе Undеrgrаduаtе Соursе. In Prосееdings, Аmеriсаn Sосiеty
fоr Еnginееring Еduсаtiоn Аnnuаl Соnfеrеnсе & Еxhibitiоn.//[Электронный ресурс] URL:
flipping-thесlаssrооm-tо-еxplоrе-асtivе-lеаrning-in-а-lаrgеundеrgrаduаtе-соursе
(дата
обращения 05.05.2017)
10. Parvina Nuraliyeva,Elvira Tursunnazorova, Durdona Otakulova "Methods of developing
professional competence in students through the use of digital technologies"AIP Conf. Proc.
3244, 030040 (2024)
https://doi.org/10.1063/5.0241982
11. Isroilova Lola Sunnatovna. Methods of formation of competence on the subject “informatics
and information technologies” for students of general secondary schools // International
(2021).
DOI:
