ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
This article is part of the Research TopicNavigating Artificial Intelligence (AI) and Digital Learning Innovation: Transforming Pedagogy in Social Sciences and HumanitiesView all 4 articles
Pedagogical Bases of ICT Integration in Pre-Service Chemistry Teacher Education: University-School Bridge
Provisionally accepted
Aigerim Bekbenova1Gulzhahan Ilyassova2Zhazira Mukatayeva1Yulia Ganronskaya3
Ozerke Amangeldi4*Nagima Umirzakova5- 1Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 2L N Gumilyov Eurasian National University, Astana, Kazakhstan
- 3Rossijskij gosudarstvennyj pedagogiceskij universitet imeni A I Gercena, Saint Petersburg, Russia
- 4Al-Farabi Kazakh National University, Almaty, Kazakhstan
- 5Almaty Humanitarian-Economic University, Almaty, Kazakhstan
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This study explores the pedagogical bases of ICT integration in pre-service chemistry teacher education within the "University-School Bridge" framework. The research aimed to examine how digital technologies and pedagogical strategies collectively influence the professional development of future chemistry teachers. Using a quantitative quasi-experimental longitudinal design with pre-, mid-, and post-tests and statistical analysis via ANOVA, the study evaluated changes in students' chemistry knowledge, digital literacy, and pedagogical competencies. Participants included 34 pre-service teachers and 224 secondary school pupils. The finding revealed significant improvement across all variables, with large effect sizes for overall performance (η2 = 0.65), and pedagogical methods (η2 = 0.41). The integration of digital tools such as Moodle, Kundelik.kz, and Quizlet, combined with classroom-based mentoring, was associated with higher levels of reflective practice and professional readiness. The results also support the University-School Bridge model as being associated with improved alignment between theoretical preparation and school-based practice. These outcomes highlight the importance of continuous, data-driven, and practice-oriented, adaptive, and research-minded educators.
Keywords: Chemistry teacher education, Digital Literacy, ICT integration, pre-service teacher education, university-school partnership
Received: 20 Oct 2025; Accepted: 12 Feb 2026.
Copyright: © 2026 Bekbenova, Ilyassova, Mukatayeva, Ganronskaya, Amangeldi and Umirzakova. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ozerke Amangeldi
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