Аңдатпа
Amid the rapid digitalization of education, the use of information and communication technologies (ICT) in physics education is no longer limited to proficiency in individual digital tools and requires a didactic understanding of their application. However, the mere availability of digital technologies in the educational process does not, in itself, guarantee their pedagogical appropriateness or methodological integration into lesson structure. The aim of this study is to analyze undergraduate educational programs for pre-service physics teacher education in terms of the extent to which they include courses focused on the pedagogically grounded use of ICT in instructional design. The empirical basis includes 20 educational programs in the B010 «Physics Teacher Training» group. The analysis is based on a formalized content analysis of discipline titles and the calculation of integral indices reflecting digital, experimental, and research orientation. The results indicate that, despite the consistent presence of experimental and research-oriented courses, the didactically grounded integration of digital technologies is fragmented and, in most cases, remains primarily instrumental in nature. The overwhelming majority of educational programs do not include courses explicitly focused on the methodologically informed use of ICT in physics education. These findings substantiate the need to develop an interdisciplinary core in pre-service physics teacher education that ensures coherence among the subject-specific, methodological, and digital components of professional preparation. The findings may also be used to inform the improvement of teacher education programs.