This study explores the pedagogical bases of ICT integration in pre-service chemistry teacher education within the “University-School Bridge” framework. The research aimed to examine how digital technologies and pedagogical strategies collectively influence the professional development of future chemistry teachers. Using a quantitative quasi-experimental longitudinal design with pre-, mid-, and post-tests and statistical analysis via ANOVA, the study evaluated changes in students’ chemistry knowledge, digital literacy, and pedagogical competencies. Participants included 34 pre-service teachers and 224 secondary school pupils. The finding revealed significant improvement across all variables, with large effect sizes for overall performance ( η 2 = 0.65), and pedagogical methods ( η 2 = 0.41). The integration of digital tools such as Moodle, Kundelik.kz, and Quizlet, combined with classroom-based mentoring, was associated with higher levels of reflective practice and professional readiness. The results also support the University-School Bridge model as being associated with improved alignment between theoretical preparation and school-based practice. These outcomes highlight the importance of continuous, data-driven, and practice-oriented, adaptive, and research-minded educators.
Bekbenova et al. (Thu,) studied this question.