Interactive Digital Pedagogical Technologies in Future Teacher Education: Evidence from a Kyrgyz University

This study examined changes in digital competence among students of pedagogical specializations, focusing on creativity, reflection, and the integration of information and communication technologies (ICT) into professional practice. The methodology included theoretical analysis of scholarly literature, a pedagogical experiment, modeling of pedagogical scenarios, and the development of practical recommendations for improving digital-pedagogical competencies. Descriptive findings showed higher post-intervention ratings in the experimental group (EG) across the assessed dimensions. For confidence in using digital tools, score 5 increased from 5% to 25%, while the combined proportion of scores 1–2 decreased from 40% to 12%. For the ability to organize online and blended learning, score 5 increased from 5% to 25%. For the use of interactive teaching methods, combined scores 4–5 increased from 20% to 61%, and for facilitating interaction through digital platforms, they increased from 22% to 62%. For reflective evaluation of technology use, combined scores 4–5 increased from 19% to 62%. Scenario modeling, conducted after the intervention in the EG, produced mean scores of 4.1–4.6 across the five practical-readiness criteria and provided supplementary evidence consistent with the positive changes in the questionnaire results. Overall, the descriptive results indicate positive changes following the combined program of blended learning, gamification, microlectures, online debates, and pedagogical scenario modeling.