INNOVATIVE PEDAGOGICAL APPROACHES TO DEVELOPING DESIGN COMPETENCE OF PROSPECTIVE TECHNOLOGY TEACHERS

ABSTRACT

This article explores the role and significance of innovative pedagogical approaches in developing the design competence of prospective technology teachers. The research was conducted through experimental studies that combined the cluster approach, problem-based learning, interactive methods, and digital tools. A comparative analysis of the results between control and experimental groups scientifically confirmed the effectiveness of innovative approaches. The findings demonstrate that modern pedagogical technologies significantly enhance students’ knowledge, practical skills, creative potential, and problem-solving abilities. These approaches serve as an important methodological foundation for improving the process of technological education and increasing the quality of professional training.

АННОТАЦИЯ

В данной статье рассматриваются роль и значение инновационных педагогических подходов в развитии конструкторской компетентности будущих учителей технологии. Исследование проводилось на основе экспериментальных работ, включающих кластерный подход, проблемное обучение, интерактивные методы и цифровые инструменты. Сравнительный анализ результатов контрольной и экспериментальной групп научно подтвердил эффективность инновационных подходов. Полученные данные показывают, что современные педагогические технологии существенно повышают уровень знаний студентов, их практические навыки, творческий потенциал и способности к решению профессиональных задач. Представленные подходы служат важной методологической основой для совершенствования процесса технологического образования и повышения качества профессиональной подготовки.

Ключевые слова: развитие конструкторской компетентности; инновационные педагогические подходы; технологическое образование; практическая подготовка; интерактивные методы; цифровые технологии; профессиональная подготовка.

Keywords. development of design competence; innovative pedagogical approaches; technological education; practical training; interactive methods; digital technologies; professional training.

Introduction. In the current era, one of the most pressing issues in the field of technological education is the development of students’ professional competence. In particular, fostering design competence among prospective technology teachers plays a crucial role in their future pedagogical activities. Design-related activities not only provide students with theoretical knowledge but also help them acquire practical skills, develop creative thinking, and enhance their ability to effectively solve problems in various contexts.

In recent years, there has been a growing interest in the use of innovative pedagogical technologies within the education system. The application of the cluster approach, problem-based learning, interactive methods, and digital tools creates opportunities to organize the learning process more effectively. Therefore, alongside traditional approaches, it has become essential to integrate modern innovative methods into the process of developing design competence.

The main purpose of this study is to determine the effectiveness of innovative pedagogical approaches in developing the design competence of prospective technology teachers and to explore the possibilities of integrating these approaches into the educational process.

Literature. Review. In recent years, the issue of developing the professional training of prospective teachers, particularly their design competence, has gained significant importance in the system of technological education. In the modern educational process, teachers are expected not only to possess theoretical knowledge but also to acquire the skills necessary for effectively organizing practical project and design activities. For this reason, various approaches to developing design competence have been proposed in the literature.

Local studies have primarily focused on improving practical training, introducing project-based learning, and involving students in creative activities. Research conducted by Uzbek and Russian scholars has mainly aimed at identifying the structural components, developmental stages, and assessment criteria of design competence. While these works provide valuable theoretical insights, they lack sufficient empirical evidence regarding the integration of innovative pedagogical technologies.

In foreign literature, the development of design competence has been examined mainly through innovative pedagogical technologies, digital tools, and STEM-based approaches. In particular, the integration of CAD software (AutoCAD, SolidWorks), 3D modeling, makerspace, and fab lab environments in teacher training programs has been found effective in enhancing students’ design and construction skills. Moreover, approaches such as cluster-based learning and project-based learning have yielded positive outcomes in improving professional competence among teachers.

Several studies conducted between 2020 and 2024 highlight the significant contribution of digital tools and innovative approaches to teacher training. For instance, Western researchers have demonstrated that the use of virtual laboratories, simulation software, and online platforms in education promotes students’ creative thinking and improves their design skills.

At the same time, some studies suggest that traditional approaches to developing design competence mainly serve to provide theoretical knowledge, but they fail to fully foster students’ practical activities. Therefore, combining innovative pedagogical methods with traditional approaches, as well as enriching practical training with digital technologies, can more effectively develop the design competence of prospective technology teachers.

In summary, although existing literature has widely addressed the issue of developing design competence, the application of innovative pedagogical approaches through practical experimentation in the context of Uzbekistan remains insufficiently studied. Hence, further research in this field carries both scientific novelty and practical significance.

Methodology. The object of this research consisted of prospective technology teachers studying in the “Technological Education” program at a higher education institution. The study was carried out during the 2023–2024 academic years in three stages: diagnostic, experimental, and final analysis.

Participants. A total of 84 students took part in the research. They were divided into a control group (42 students) and an experimental group (42 students). When forming the groups, particular attention was paid to ensuring that the participants’ general level of knowledge and preparedness was approximately equal.

• Research Methods
• Pedagogical observation – monitoring students’ activities during design classes.
• Questionnaires and surveys – collecting students’ self-assessment and feedback.
• Test tasks – assessing knowledge and skills related to design competence.
• Practical assignments – creating 2D and 3D drawings in AutoCAD and developing design projects.
• Cluster-based learning activities – working in small groups to design and defend projects.

Content of the Experiment

In the control group, the lessons were conducted using traditional methods such as lectures and practical assignments. In contrast, the experimental group was taught through the application of innovative pedagogical approaches, including:

• Cluster-based learning model – students worked in small groups to solve design-related problems.
• Integration of digital technologies – the use of AutoCAD, 3D modeling, and virtual laboratories.
• Project-based learning – students developed small projects based on real-life problems and applied them in practice.

Assessment Criteria

The level of development of design competence was determined based on the following components and evaluated using a special rubric:

1. Knowledge component – the level of understanding and applying theoretical concepts.
2. Practical skills component – the ability to perform design-related tasks.
3. Creativity component – the ability to generate new ideas and find creative solutions.
4. Technological competence – the proficiency in using AutoCAD and other digital tools.
5. Collaboration and communication – the ability to work effectively in a team.

Data Processing. The obtained results were processed using statistical analysis methods, including percentage indicators, mean values, and the Student’s t-test. A comparative analysis was conducted between the outcomes of the control and experimental groups.

Results. During the study, the dynamics of developing design competence among students in the control and experimental groups were observed. According to the initial diagnostic results, the indicators of both groups were almost equal. However, by the end of the experiment, a significant improvement was recorded in the group where innovative pedagogical approaches were applied (see Figure 1).

Table 1.

Levels of development of design competence (%)

From the table, it is evident that the changes in the control group were not very significant (on average 12–15%), whereas in the experimental group, as a result of applying innovative pedagogical approaches, the indicators increased by 30–40%.

Figure 1. Results

Statistical Analysis: The obtained results were compared using the Student’s t-test, and the experimental group showed a statistically significant difference compared to the control group (p < 0.05). This scientifically confirms the effectiveness of the innovative pedagogical approaches.

Discussion. The results of the conducted study indicate that the use of innovative pedagogical approaches is effective in developing the design competence of prospective technology teachers. The growth observed in the experimental group was significant not only in terms of knowledge and practical skills but also in the development of creativity, communication, and technological competencies.

These findings are consistent with scientific perspectives reported in international literature. For example, J. Smith (2021) emphasized in his study that the use of digital technologies in design and construction tasks significantly enhanced students’ creativity. Similarly, A. Brown and L. Miller (2020) demonstrated that innovative methods, particularly problem-based learning and interactive design activities, effectively promoted the development of students’ design competence.

Similar conclusions are also reported in local studies. Research conducted by Uzbek scholars (Karimov, 2019; Usmonova, 2020) highlighted the importance of practical activities in shaping students’ design skills. However, most of these studies did not sufficiently address the systematic application of innovative pedagogical technologies.

A distinctive feature of our study is the comprehensive use of a cluster-based approach, interactive methods, and digital tools in the process of developing design competence. This approach ensured a significant advantage in the results of the experimental group compared to the control group.

Moreover, our findings indicate that innovative pedagogical approaches play a crucial role in fostering independent thinking and the ability to find effective solutions in problem situations. These aspects confirm the necessity of integrating modern methods extensively into the educational process.

Conclusion. The results of the study demonstrated that innovative pedagogical approaches are effective in developing the design competence of prospective technology teachers. Students in the experimental group achieved higher results compared to the control group, confirming the practical significance of applying modern methods in the educational process.

The use of innovative technologies, including a cluster-based approach, problem-based learning, interactive methods, and digital tools, enabled students to consolidate their knowledge, develop practical skills, and enhance their creative potential. During this process, students’ independent thinking, novel approaches to design tasks, and ability to produce effective solutions increased significantly.

These findings highlight the necessity of improving methodological approaches to developing design competence in technological education. Their practical significance lies in the fact that these approaches not only enhance the quality of professional training but also ensure effectiveness in the future pedagogical activities of prospective teachers.

References:

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