STRATEGIES FOR INTEGRATING ICT INTO THE FORMATION OF THE DIGITAL CULTURE OF FUTURE PRIMARY SCHOOL TEACHERS

G.U. Koishygulova, Klara Turebayeva, T.A. Olkhovaya

2026

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DOI 10.47649/vau.26.v80.i1.17
Data confidence 70 medium
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Abstract

The article provides a detailed study of strategies for integrating information and communication technologies (ICT) into the training of future primary school teachers. Special attention is paid to the analysis of existing approaches to the formation of teachers' digital culture in the context of globalization and rapid technological development. The author's analysis includes an assessment of current methods, identification of their shortcomings, and suggestions for optimizing curricula and courses. ICT integration is presented as a complex cultural, pedagogical, and social process that requires an interdisciplinary approach. The purpose of the research is to theoretically substantiate and develop effective strategies for integrating information and communication technologies (ICT) into the process of training future primary school teachers aimed at shaping their digital culture in the context of globalization and digital transformation of education based on the analysis of existing approaches, identifying their limitations and developing practice-oriented recommendations for improving educational programs and methods. training. The results of the study confirm the need to modernize educational infrastructure, develop digital modules, and improve teachers' professional training. The article emphasizes that the formation of the digital culture of future teachers is possible only through a combination of technology and pedagogical innovations, individual approaches, and the constant updating of the methodological base. The research results include strategic recommendations to improve the educational process, such as introducing project-based learning, hybrid formats, gamification, and cloud technologies. The data obtained has significant practical value and contributes to dialogue among educational institutions, policymakers, and researchers. The authors conclude that a systematic approach is needed to create a sustainable digital culture that will serve as the basis for professional teacher training in the context of the digital transformation of society.