Abstract
This study evaluates the effectiveness of a technology-assisted integrative learning model for pre-service biology teachers. The model combines traditional pedagogy with virtual laboratories, Augmented Reality (AR), and project-based assignments to enhance theoretical knowledge, practical skills, and professional competence. The present study was conducted at three regional universities in Kazakhstan that offer teacher education programmes. The experimental group was instructed in accordance with an integrated curriculum, while the control group received conventional instruction devoid of the utilisation of digital tools. The assessment of student performance was conducted through a variety of methods, including tests, practical assignments, and project assessments. The findings indicate that the experimental group attained a 23% increase in test scores and a 31% enhancement in project quality in comparison with the control group. Furthermore, students reported elevated levels of satisfaction and perceived usefulness of digital technologies, indicating heightened motivation and readiness to teach in a digital environment. The findings of this study lend support to the necessity of incorporating proven digital platforms, structured project activities, and integrated virtual and physical laboratories into teacher education programmes. The study demonstrates the value of technology-assisted integrative learning for developing professional competencies and aligning teacher training with contemporary educational demands.