Using active learning methods to develop social and pedagogical competence in future special educators

Kuralay Toktarbekova, Almagul Kalykbayeva, S.A. Stelmakh, Akbota Autayeva, Zhanna Paylozyan, Raushan Zhomartovna Tyulyupergeneva

Frontiers in Education, 2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.3389/feduc.2026.1807445
Data confidence 70 medium
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Abstract

Introduction Active learning is widely recognized as an important component of teacher education; however, research in special and inclusive education still provides limited empirically validated integrated models and insufficient evidence on the contribution of specific active formats to competence formation. This study aimed to design, implement, and evaluate an integrated active learning model for developing social and pedagogical competence among future special educators. The model combined problem-based learning, pedagogical simulations, cooperative projects, and mobile learning support. Methods The study used a block-randomized quasi-experimental pre-test/post-test control-group design. A total of 112 undergraduate students enrolled in a Special Pedagogy program participated in the research. The experimental group ( n = 56) completed a 10-week intervention based on the integrated active learning model, whereas the control group ( n = 56) studied within a traditional instructional format. The assessment included empathy, teamwork, adaptability, social responsibility, and an integral competence index, supplemented by motivational indicators, academic performance data, and reflective materials. The data were analyzed using comparative statistics, ANCOVA, and regression analysis. Results The results showed a clear advantage of the integrated active learning model over traditional instruction. Students in the experimental group demonstrated statistically significant improvement across all competence dimensions. The integral competence index increased from 3.20 to 3.67 points ( p < 0.001; d = 1.10). The strongest effects were observed for empathy (d = 0.95) and teamwork (d = 0.87). ANCOVA confirmed significant effects of time and group × time interaction. Regression analysis showed that problem-based learning ( β = 0.43) and pedagogical simulations ( β = 0.37) made the strongest contribution to competence growth. Discussion The findings indicate that an integrated active learning model can effectively support the development of social and pedagogical competence in future special educators. The strongest contribution of problem-based learning and pedagogical simulations suggests that professionally oriented problem solving and simulated pedagogical interaction are particularly important for preparing students for inclusive and special education contexts. The results support the systematic inclusion of problem-based and simulation-based active learning methods in special education teacher preparation programs.