Peer-reviewed article
THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF DESIGN COMPETENCE AMONG FUTURE PRESCHOOL EDUCATORS IN A DIGITAL EDUCATIONAL ENVIRONMENT
Urinova Feruzakhon Uljaevna ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This conceptual article looks at how to prepare future preschool educators to design learning experiences for young children in digital settings. It reviews theoretical literature and combines four existing frameworks: TPACK, DigCompEdu, backward design and constructive alignment. It proposes a definition of design competence, a five-component structure, a three-level scale of development and a four-stage training model. It also outlines pedagogical conditions and an assessment approach. The model has not yet been tested with real students or children.
Key points
- Preschool teacher education needs to move beyond simply using technology to designing learning experiences for young children.
- Design competence is described as analysing learning needs, modelling, prototyping, implementing and evaluating developmentally appropriate learning environments and resources.
- The proposed structure has five components: conceptual-pedagogical, digital-technological, creative-design, reflective-evaluative and ethical-value.
- The training model has four stages: orientation, modelling, practice-based implementation and reflection.
- The authors propose future empirical validation through mixed-methods research.
Limitations
The article is conceptual and does not test the model with educators or children, so it cannot show whether the approach improves competence or child outcomes. No country or setting is specified.
Abstract
Background. The digital transformation of education requires preschool teacher education to move beyond the instrumental use of technology towards the ability to purposefully design learning experiences for young children. Design competence, understood as the capacity to analyse learning needs, model, prototype, implement and evaluate developmentally appropriate learning environments and resources, remains insufficiently conceptualised in early childhood teacher education. Aim. This article substantiates the theoretical and methodological foundations for developing design competence among future preschool educators in a digital educational environment. Methods. The study applies a conceptual-methodological approach based on thematic analysis of the theoretical literature and on the integration of the TPACK, DigCompEdu, backward design and constructive alignment frameworks. Results. A working definition of design competence is proposed, together with a five-component structure (conceptual-pedagogical, digital-technological, creative-design, reflective-evaluative and ethical-value), a three-level scale of development, and a four-stage methodological model of training (orientation, modelling, practice-based implementation, reflection). Pedagogical conditions and an assessment approach are specified. Conclusion. The proposed model provides a coherent basis for curriculum design and for future empirical validation through mixed-methods research.