BACKGROUND The purpose of this study was to determine the role of the transformational model of training future preschool and special education teachers. MATERIALS AND METHODS The study involved 160 students from six academic groups. They were divided into experimental and control groups. To collect data, an author’s questionnaire, a diagnostic test (40 tasks), and an evaluation of project tasks (Project development - Organization of an inclusive lesson, formation of lesson notes using digital tools, and methodological developments) were used. The experiment was conducted in three stages: ascertaining, formative, and control. The quality of student products is assessed according to the criteria of content quality, innovation, and inclusiveness. RESULTS At the ascertaining stage, the lowest indicators were recorded in crisis preparedness (M = 51.2; 73.1% with a low level), digital competence (M = 58.7; 48.8%), inclusive competence (M = 60.1; 43.8%). After the formative stage, statistically significant improvements (P < 0.001) were recorded in the experimental group in all domains, particularly in crisis preparedness (Δ = 22.3; d = 1.01). Expert assessment of student products confirmed higher scores for innovation and inclusiveness in the experimental group (74–78 vs. 59–66 in the control group). Correlation analysis revealed positive relationships: digital pedagogy – quality of notes (r = 0.59), digital pedagogy – motivation (r = 0.46), and inclusiveness – tolerance (r = 0.42). CONCLUSION The implementation of a transformational model that combines interactive methods, digital technologies, and inclusive modules has improved students’ professional readiness. The model contributes to the formation of the ability to work in crisis educational environments.
Ivanchuk et al. (Tue,) studied this question.
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