Propaedeutic course of informatics in the digital transformation of education period — basic principles

The article examines the principles of implementing a propaedeutic informatics course in the context of digital transformation in education. Through an analysis of the historical development of the course from the 1980s to the present, key trends shaping its current state are identified. Particular attention is given to the period of 2010–2024, marked by a shift from a subject-oriented approach to fostering interdisciplinary competencies, including foundational digital literacy, critical and algorithmic thinking, and the integration of digital technologies across disciplines. The central outcome of the study is the development of a conceptual framework based on five interconnected principles: immersion, loyalty, adaptation, preservation, and comprehensive consideration. The immersion principle ensures age-appropriate learning tasks by leveraging zones of proximal development and gamification. The loyalty principle focuses on cultivating digital ethics and information culture. The adaptation and preservation principles address the gradual introduction of digital tools while accounting for students’ cognitive and physiological needs, as well as mitigating potential risks. The principle of comprehensive consideration promotes systemic thinking through multifaceted analysis of information processes. Methodologically, the study employs systematic literature reviews, empirical case studies, expert interviews, and multi-stage testing of proposed teaching strategies. The results are presented as a structured framework comprising problem-oriented, theoretical, content-based, and practical components. Special emphasis is placed on integrating these principles into teacher training programs and developing corresponding instructional materials. This research contributes to advancing early informatics education by offering evidence-based approaches to curriculum design in the digital era. Future research directions include evaluating the efficacy of these principles, adapting methodologies for inclusive and multilingual settings, and creating diagnostic tools to assess primary school students’ digital competencies.