The didactic potential of interactive electronic applications in the system of practical training of future teachers

Abstract

The article explores the didactic potential of interactive electronic applications in the practical training of future teachers in higher pedagogical education institutions. The relevance of the topic is determined by the need to modernize the educational process, improve the effectiveness of developing the professional competencies of future teachers in the context of the digitalization of education and the introduction of innovative educational technologies. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of using interactive electronic applications as a means of optimizing the practical training of future teachers. A set of methods was used in the study: analysis of pedagogical and methodological sources, generalization of scientific approaches to the use of digital educational resources, pedagogical observation, questioning, testing, and pedagogical experimentation. Interactive electronic applications (educational platforms, mobile applications, online trainers, simulators of pedagogical situations) were considered as a didactic tool that contributes to the combination of theoretical knowledge with practical activities, the development of reflection, independence, and motivation of students. The experimental study was conducted at a higher education institution and involved 120 students majoring in pedagogy, who were divided into control and experimental groups. At the initial stage, the baseline level of practical skills and professional motivation was determined: a high level was recorded in only 18% of students, an average level in 47%, and a low level in 35%. The formative stage involved the systematic use of interactive electronic applications within the framework of pedagogical practice in the experimental group. The control sample showed positive dynamics: the proportion of students with a high level of practical training increased to 46%, the average level was 42%, and the low level decreased to 12%. In the control group, the changes were less pronounced: 26% of students achieved a high level, 48% achieved an average level, and 26% achieved a low level. The results show that the use of interactive electronic applications increased the overall level of practical 12(20) 2025 44 competencies of future teachers by an average of 28%, the level of academic motivation by 32%, and the indicators of independence and reflectivity by 24%. This confirms their significant didactic potential as an effective means of practical training. It was concluded that interactive electronic applications contribute to the intensification of the educational process, the individualization of learning, and the improvement of the quality of practical training for future teachers. We see prospects for further research in the development of methodological recommendations for the integration of such applications into various types of pedagogical practice and the expansion of the empirical basis of the study.