Abstract
This study examines whether using a digital, field-based instructional methodology that integrates platforms such as iNaturalist and eMammal enhances key learning outcomes among 300 pre-service biology teachers in Kazakhstan. Using a quasi-experimental pre/post design, we compared the performance of a group using the digital methodology with that of a group receiving traditional instruction across three primary outcomes: species identification accuracy, data analysis skills, and engagement and satisfaction with learning. Students who participated in the digital methodology demonstrated greater improvements in species identification and stronger development of data analysis and interpretation skills compared with those in the traditional approach, as well as higher levels of engagement and satisfaction. These results imply that combining digital tools with structured fieldwork can facilitate deeper learning and reinforce the competencies necessary for effective biodiversity education. The study highlights the pedagogical value of technology-enhanced field instruction and its potential to enhance conservation-oriented biology education training.