Integration of digital technologies into the methodology of teacher training in the system of dual education

Abstract

The problem of introducing digital resources into the dual education system is still not sufficiently covered. This study aims to analyze the effectiveness of digital technologies in training future teachers in the dual education system in the context of the Kazakh educational process. The study involved 2 groups of students: control and experimental. The experimental group was trained in the dual education system using digital technologies. The study was conducted at the following universities: Ozybekali Zhanibekov South Kazakhstan Pedagogical University (41 participants) and Shakarim University of Semey (40 participants). The study used standardized questionnaires and testing methods at two stages (before and after integrating digital tools). The following indicators were analyzed: passive and active activities and creativity. The results emphasize the importance of using LMS, online mentoring, planning and assessment resources, and cloud services. The integration of digital technologies into dual education has positively impacted the level of creativity and reduced the passivity of students in the experimental groups of both universities. However, the activity remained almost unchanged. This identified the need for additional interventions. The conclusions indicate that digital technologies in dual education contribute to the growth of creativity and reduce passivity, which was determined by the results in experimental groups.