Future Teacher Training for Integrated Learning in Contemporary Information Educational Environments

  • Authors

    https://doi.org/10.14419/a4k9r454

    Received date: December 14, 2025

    Accepted date: January 5, 2026

    Published date: January 8, 2026

  • Higher Education Institutions; Information and Computer Technologies, Information Educational Environment; Integrated Learning, Training ‎of Future Teachers

  • Abstract

    The article clarifies the meaning of "integration" in education and outlines its types. The role of the integrated information educational envi-‎ronment in higher education is substantiated; in particular, key provisions for organizing it are presented. Ways to prepare students for ap-‎plying integrated forms of educational organization in higher education through various types of disciplinary integration are presented. Dur-‎ing the ascertaining experiment, the diagnostic methods used revealed that respondents in the EG and CG lacked skills and analytical abili-‎ties, as well as self-control, reflection, self-regulation, and professional self-improvement. During diagnostics, we found that more than 70% ‎of future specialists in socionomic specialties are not ready for integrated training in the information educational environment, indicating the ‎need to study the problem outlined above. Summarizing the results of the ascertaining stage of the study, we emphasize the need to develop, ‎substantiate, and implement new content, pedagogical conditions, practical means, forms, and methods. The data obtained during the forma-‎tive experiment allow us to conclude about the effectiveness and efficiency of implementing pedagogical conditions, because in the EG, ‎where pedagogical conditions were introduced, the respondents increased their initial level of readiness for the specified problem‎.

  • References

    1. Shyika, S. V. (2017). Information and communication technologies as a means of improving traditional methodologies in Ukrainian language teach-ing (for professional purposes). Information Technologies and Learning Tools, 59(3), 114–125. http://nbuv.gov.ua/UJRN/ITZN_2017_59_3_13. https://doi.org/10.32839/2304-5809/2020-3-79-85.
    2. Sakaliuk, O., & Stefunko, L. (2020). Component components of preparation of future teachers for implementation of integrated learning in primary school. Young Scientist, (3)(79), 412–415. https://molodyivchenyi.ua/index.php/journal/article/view/1748/1716. https://doi.org/10.32839/2304-5809/2020-3-79-85.
    3. Potapchuk, T., & Makaruk, O. (2025). Professional training of future primary school teachers for the implementation of integrated learning young students. Society and National Interests, 4(12), 309–320. https://doi.org/10.52058/3041-1572-2025-4(12)-309-320
    4. Naumenko, N. (2024). The creation of integrated educational environment as a pedagogical condition of future teachers’ preparation for the organi-zation of blended learning. Scientific Notes of the Mykhailo Kotsiubynskyi Vinnytsia State Pedagogical University. Series: Pedagogy and Psychol-ogy, 77, 43–53. https://doi.org/10.31652/2415-7872-2024-77-43-53.
    5. Lenoir, Y., & Hasni, A. (2016). Interdisciplinarity in primary and secondary school: Issues and perspectives. Creative Education, 7(16), 2433–2458. https://doi.org/10.4236/ce.2016.716233.
    6. Michelsen, C., & Sriraman, B. (2009). Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sci-ences? ZDM, 41(1–2), 231–244. https://doi.org/10.1007/s11858-008-0161-5.
    7. Ríordáin, M. N., Johnston, J., & Walshe, G. (2016). Making mathematics and science integration happen: Key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47(2), 233–255. https://doi.org/10.1007/s11858-008-0161-5.
    8. Hawkey, K., James, J., & Tidmarsh, C. (2019). Using Wicked problems to foster interdisciplinary practice among UK trainee teachers. Journal of Education for Teaching, 45(4), 446–460. https://doi.org/10.1080/02607476.2019.1639263.
    9. Juraev, M. M. & Aroyev D. D. (2023). Interdisciplinary integration is an important part of developing the professional training of students. Open Access Repository, 9(1), 93–101. https://repo.journalnx.com/index.php/nx/article/view/4525.
    10. Samson, G. (2014). From Writing to Doing: The Challenges of Implementing Integration (and Interdisciplinarity) in the Teaching of Mathematics, Sciences, and Technology. Canadian Journal of Science, Mathematics and Technology Education, 14(4), 346–358. https://doi.org/10.1080/02607476.2019.1639263.
    11. Maistruk, T. (2022). Innovative learning technology as a condition for achieving optimization of education results of children primary school. New Teaching Technologies, (96), 125–132. https://doi.org/10.52256/2710-3560.2022.96.17.
    12. Chovriy, S., Ralo, G., Zakharevych, M., Sinitska, N., Gavrylenko, O., Chernychko, S., Taran, S., Shynkaruk, V., & Kuchai, O. (2025). STEM-Based Training in Future Specialists in Higher Education. International Journal of Basic and Applied Sciences, 14(6), 586-595. https://doi.org/10.14419/zqcznm16.
    13. Pidhorna, T., & Tverdokhlib, I. (2023). Peculiarities of training future teachers for the implementation of an integrative approach in the educational process. Ukrainian Pedagogical Journal, (3), 132–143. https://doi.org/10.32405/2411-1317-2023-3-132-143.
    14. Bibik, N. M. (Ed.). (2019). New Ukrainian School: A teacher’s guide: Teaching and methodological manual (pp. 102–104). Kyiv: Litera LTD. https://elibrary.kubg.edu.ua/id/eprint/34093/1/Y_Naida_NYSH_KSIO.pdf.
    15. Larionova, N. B., & Streltsova, N. M. (2018). Integrative approach: Relevance, essence, features of implementation in primary school conditions: Teaching and methodological manual. Kharkiv: Madrid Printing House. https://znayshov.com/FR/6748/235.pdf.
    16. Nikolenko, L. T. (2019). Integration in the New Ukrainian School: An integration approach in primary general education. Educational Management, (12), 36–40. http://lib.iitta.gov.ua/id/eprint/709952/1/Ніколенко_Стаття%20Нова%20укр.%20шк.%20інтегр..pdf.
    17. Petryk, K. Yu., & Taranenko, Yu. P. (2023). Training of future teachers for integration in education as a challenge of the time. Innovative Peda-gogy: Scientific Journal, 58(2), 106–110. https://dspace.bdpu.org.ua/handle/123456789/575. https://doi.org/10.32782/2663-6085/2023/58.2.22.
    18. Antonova, O. Ye., & Vashchuk, O. V. (2017). Integrative approach to building a model of forming teachers' readiness for the development of stu-dents' academic talent. In S. S. Vitvytska & N. Ye. Kolesnyk (Eds.), Professional education in the context of integration processes: Theory and practice: Collection of scientific works (Part 1, pp. 174–182). Zhytomyr: FOP "N. M. Levkovets". https://eprints.zu.edu.ua/id/document/167095
    19. Tonnetti, B. & Lentillon- Kaestner, V. (2023). Teaching interdisciplinarity in secondary school: A systematic review, Cogent Education. https://doi.org/10.1080/2331186X.2023.2216038.
    20. Ionova, O. M., & Sinopalnikova, N. M. (2013). Theoretical issues of training future teachers to use integrated forms of organization of the educa-tional process in primary schools. Visnyk of Alfred Nobel University. Series “Pedagogy and Psychology”. Pedagogical Sciences, 2(6), 35–39. https://pedpsy.duan.edu.ua/images/PDF/2013/2/8.pdf.

  • Downloads

  • How to Cite

    Mozul, I., Nyshchak, D. ., Vasylkivska, N. ., Abramova, O. ., Myronenko, N. ., Anisimova, O. ., Nazarenko, N. ., Radiuk, I. ., Bukhniieva, O. ., & Gramatyk, N. (2026). Future Teacher Training for Integrated Learning in Contemporary Information Educational Environments. International Journal of Basic and Applied Sciences, 15(1), 11-19. https://doi.org/10.14419/a4k9r454