THE DEVELOPMENT OF DIGITAL SKILLS IN PRIMARY SCHOOL PUPILS THROUGH THE PROJECT-BASED ACTIVITIES OF UNIVERSITY STUDENTS

Balzhan Ixatova¹Amina Amirova¹Karashash Zhanadilova^2*Saule Aliaskarova²Bakytbek Abutalip²Bakhytgul Shonova²

• ¹Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
• ²Shokan Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan

Digital competence has become a core outcome of primary education, yet schools often lack scalable models that combine authentic tasks with structured support. This study examined whether student-facilitated, scaffolded project-based learning (PBL) improves primary pupils' DigComp-aligned digital competence relative to standard instruction. A quasi-experimental, nonequivalent control group pretest–posttest design was implemented in one mainstream public primary school in Kazakhstan with Grades 2–4 pupils (N = 124; experimental n = 62; control n = 62). The intervention consisted of six PBL modules delivered over one academic term (16 weeks). Twenty-four trained teacher-education undergraduates supported implementation as classroom facilitators under teacher and researcher supervision, while the research team conducted data collection and analysis. Digital competence was assessed using a DigComp 2.1-informed performance diagnostic across four domains (information literacy; communication/collaboration; content creation; digital safety), a pupil self-assessment of digital confidence (5-point Likert), and structured observations with strong inter-rater agreement (Kendall's W = 0.84). Baseline equivalence, post-test differences, and gain scores were tested with independent-samples t-tests (Welch's t where appropriate), and effect sizes were reported as Cohen's d. Groups were comparable at pretest (overall index: 2.47 ± 0.52 vs 2.49 ± 0.55; p = .857). At post-test, the experimental group scored higher on the overall competence index (3.85 ± 0.44 vs 3.08 ± 0.51; t = 7.11; p < 0.001; d = 1.10) and across domains (d = 0.52–1.34). Digital confidence increased more strongly in the experimental group (Δ = 1.42 vs 0.54; t = 6.95; p < .001; d = 1.25). The findings suggest that student-facilitated, scaffolded PBL can substantially strengthen early-grade digital competence and offers a practical model for university–school partnerships within teacher education.