Formation of digital competencies of future teachers of biology in a blended learning environment

Abstract

The purpose of this research is to get the opinions of future biology teachers on the creation of digital competencies in a blended learning environment. This research was created with the qualitative research method. The study group of the research consists of 80 biology teacher candidates studying in biology teaching departments at various universities in Kazakhstan. The data collection tool of the research is the semi-structured interview form developed by the researchers. The descriptive analysis method was used in the analysis of the research data. As a result of the research, it has been determined that the vast majority of future biology teachers find blended learning environments useful. In addition, the majority of pre-service teachers stated that they found their digital competencies somewhat sufficient. The majority of biology teacher candidates participating in the research stated gaining the ability to use digital technologies, gaining competencies in using digital tools, preparing applications that will enable the student to reinforce the subject in the digital environment and gaining the habit of following the innovations in digital technology as their expectations regarding the digital competencies to be created in relation to the blended learning environment.
 Keywords: Blended learning, digital competencies, prospective teachers

Blended-Learning Training and Evaluation: A Qualitative Study

“…The change in learning from traditional to digital technology approaches is now an essential aspect of the current Indonesian curriculum, i.e., Merdeka Belajar-Kampus Merdeka (MBKM, hereafter, Merdeka curriculum) in universities. Digital competency is also one of the crucial 21st-century skills that should be incorporated into teacher education programs (Yesmakhanova et al, 2022). Thus, educators should be able to answer this challenge by empowering their students with technology in all aspects of life (Larson & Miller, 2011;Silalahi et al, 2022).…”