PEDAGOGICAL CONDITIONS FOR INTEGRATING SCHOOL, FAMILY, AND NEIGHBORHOOD (MAHALLA) COOPERATION IN PRIMARY EDUCATION BASED ON CROSSOVER DIGITAL ECOSYSTEMS

This article conceptually investigates the theoretical and methodological frameworks for advancing prospective primary school teachers' socio-pedagogical management and communicative competence within a crossover learning paradigm. It explicates the didactic mechanisms for converging formal primary schooling, the family upbringing sphere, and community sociocultural environments (the mahalla ecosystem) into an integrated pedagogical continuum via digital platforms and experiential field pathways. A structured training model is established to prepare future primary educators as community learning coordinators and social mediators, facilitating early learners' socialization, civic values internalization, and real-world competencies.