Innovative educational technologies as a factor in ensuring the quality of training for teachers of Russian language and literature

Abstract

The goal of this paper was to analyse the effectiveness of integrating innovative educational technologies for future teachers of Russian language and literature. A quasi-experimental design was used, involving 101 fourth-year students from the philology department of two leading pedagogical universities. To assess the impact of the digital modules, a combination of data collection tools was employed, including pre-tests and post-tests, Likert-scale questionnaires, structured interview protocols, and focus group interviews. These tools were self-developed, adapted, based on the objectives of the study. LingvoDesign and ReflexSim modules have been introduced into the professional training of future teachers of Russian language and literature in Kazakhstan. The results showed that the experimental group that used LingvoDesign was significantly more effective in mastering the teaching methodology (d = 1.23 Cohen), while ReflexSim improved pedagogical reflection (M = 4.3 vs. 3.6; p <0.001). Students also demonstrated better digital skills (M = 81.2 vs. 68.5; p <0.001) and reported greater independence in learning, adaptability, and motivation. Conclusion: the integration of innovative educational technologies significantly increases the professional, reflective, and digital competencies of future teachers of Russian language and literature.