Pedagogical bases of ICT integration in pre-service chemistry teacher education

University-school bridge

Bibliographic Data

ID22167283
AuthorsAigerim Bekbenova (Abai Kazakh National Pedagogical University), Gulzhahan Ilyassova (L. N. Gumilyov Eurasian National University), G S Ilyassova (L. N. Gumilyov Eurasian National University), Zhazira Mukatayeva (Abai Kazakh National Pedagogical University), Zhazira Sagatbekovna Mukatayeva (Abai Kazakh National Pedagogical University), Yulia Gavronskaya (Herzen University), Ozerke AMANGELDI (0000-0003-0682-6017, Almaty Humanitarian-Economic University), Nagima Umirzakova (0000-0003-0434-4137, Almaty Humanitarian-Economic University)
Year2026
Volume11
Publication date2026-02-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1729019
OpenAlexW7131690775
LanguageEN
References cited38

This study explores the pedagogical bases of ICT integration in pre-service chemistry teacher education within the “University-School Bridge” framework. The research aimed to examine how digital technologies and pedagogical strategies collectively influence the professional development of future chemistry teachers. Using a quantitative quasi-experimental longitudinal design with pre-, mid-, and post-tests and statistical analysis via ANOVA, the study evaluated changes in students’ chemistry knowledge, digital literacy, and pedagogical competencies. Participants included 34 pre-service teachers and 224 secondary school pupils. The finding revealed significant improvement across all variables, with large effect sizes for overall performance ( η 2 = 0.65), and pedagogical methods ( η 2 = 0.41). The integration of digital tools such as Moodle, Kundelik.kz, and Quizlet, combined with classroom-based mentoring, was associated with higher levels of reflective practice and professional readiness. The results also support the University-School Bridge model as being associated with improved alignment between theoretical preparation and school-based practice. These outcomes highlight the importance of continuous, data-driven, and practice-oriented, adaptive, and research-minded educators

Chemistry Education · Information and Communications Technology · Professional development · Statistical analysis · Technology integration · Digital literacy in education · Innovative Educational Technologies · Science Education and Pedagogy

Tools

Open DOIOpen Access