Аннотация
This study examines the effectiveness of using gamified instructional methods in teaching cybersecurity to pre-service primary school teachers. The research used a quasi-experimental design involving second-and third-year students from Korkyt Ata Kyzylorda University. Over three weeks, the experimental group participated in cybersecurity lessons enhanced with gamification elements such as points, badges, and missions, while the control group was taught through traditional methods. Digital tools such as Kahoot, Wordwall, Genially, and Google Forms were utilized during the sessions. Learning outcomes were assessed using pre-and post-tests, and data were analyzed with SPSS Statistics 29 software. Results showed a significant improvement in the experimental group's knowledge levels (Pre: M = 38.38, Post: M = 66.14, p < 0.001), whereas gains in the control group were limited.Furthermore, students’ perception and acceptance of gamification were measured using a structured questionnaire, revealing a moderate level of readiness to apply gamified tools in teaching. Descriptive statistics and t-tests were used to analyze the data. The findings align with previous research, confirming that gamification enhances motivation and facilitatesunderstanding complex content. This studyhighlights the potential of gamification as an effective method to increase pre-service teachers' digital literacy and preparedness for managing cybersecurity in the classroom. Future research is recommended to explore long-term interventions and the integration of gamification in other subject areas.