Аннотация
Introduction Online learning effectiveness depends on pedagogical design rather than platform capabilities. This study evaluates the BOOOM model (Boosting Cognition, Online Collaboration, Organizing Instruction, Overseeing Metacognition, Motivating) in teacher education. Methods A quasi-experimental pretest-posttest control group design was employed with 90 students (Group B: experimental, n = 45; Group A: control, n = 45) over 12 weeks in Google Classroom. Data were collected through achievement tests, engagement scales, self-efficacy scales, satisfaction questionnaires, and interviews. Results The BOOOM model exerted a statistically significant positive effect on academic achievement, cognitive and behavioral engagement, and pedagogical self-efficacy: F(1, 87) = 28.54, p < .001, partial η ² = .247. No significant differences were found for emotional engagement or platform usability. Discussion The effectiveness of online learning depends more on the quality of pedagogical design than on the platform itself. The BOOOM model is proposed as a practical structured approach for active learning in teacher education.