INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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DIGITAL TRANSFORMATION IN COLLABORATIVE LEARNING: INTEGRATING
ICT AND INTERCULTURAL APPROACHES TO FORM PROFESSIONAL
COMPETENCIES OF FUTURE TEACHERS IN COLLABORATIVE EDUCATION
Karshieva Shakhnoza Valievna
Head of the SOP Coordination Department
KSU, Phd
Ubaydullaeva Kamolakhon Numonovna
KSPI, Master's 01/24 PP MAG (SOP)
E-mail: kamolaxonubaydullayeva88@gmail.com
Tashpulatova Mavluda Abdumajidovna
KSPI, Master's 01/24 PP MAG (SOP)
E-mail: mavludataspulatova886@gmail.com
Research Location:
Kokand State University (Uzbekistan),
in collaboration with Yanka Kupala State University of Grodno (Belarus)
Abstract:
This study analyzes the role of digital transformation in collaborative learning
between KSU and YKSG, with a focus on integrating information and communication
technologies (ICT) and intercultural approaches to form professional competencies of future
teachers. An experiment involving 120 students showed that using ICT (Google Workspace,
Canva, Moodle) combined with intercultural modules (case studies, role-playing games)
significantly enhances general professional (communication, leadership) and specific (teaching
methods) competencies, and also reduces psychological barriers, such as stress from
intercultural interaction. The results highlight the potential of digital tools in the globalization
of pedagogical education and offer recommendations for their integration into international
teacher training programs.
Keywords:
digital transformation, ICT, intercultural approaches, professional competencies,
collaborative learning, pedagogical education, globalization
INTRODUCTION
Digital transformation is radically changing educational systems, making information and
communication technologies (ICT) an integral part of teacher training. In the context of
globalization, where intercultural interaction is becoming the norm, the integration of ICT with
intercultural approaches opens up new opportunities for forming professional competencies,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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including general professional (communication, leadership, classroom management) and
specific (teaching methods, subject-specific skills) ones. Collaborative learning between
Kokand State University (KSU) and Yanka Kupala State University of Grodno (YKSG), which
began in 2023, provides a unique platform for implementing digital transformation through
online and in-person formats, bringing together students from Uzbekistan and Belarus.
A literature review confirms the importance of ICT in education. In his theory of connectivism,
Siemens (2005) emphasizes that digital technologies create networks of knowledge, enhancing
collaboration. OECD (2019) studies show that ICT increases the digital literacy and
adaptability of teachers. Intercultural approaches, according to Byram (1997), develop the
competencies needed to work in multinational environments. Psychological aspects, such as
stress from intercultural interaction, require attention, as noted by Lazarus and Folkman (1984)
in their coping strategies model. However, there is a lack of research that combines ICT and
intercultural approaches in the context of post-Soviet countries, which makes this work
pioneering.
The purpose of the study: To evaluate the impact of integrating ICT and intercultural
approaches in collaborative learning on the formation of future teachers' professional
competencies, taking into account psychological factors.
Research objectives:
* To determine the initial level of professional competencies and psychological state of
students from KSU and YKSG.
* To implement digital modules (ICT) and intercultural approaches (case studies, role-playing
games) into collaborative learning.
* To assess the impact on competencies and psychological barriers (stress, motivation).
Hypothesis: The integration of ICT and intercultural approaches will increase professional
competencies by 25-30% and reduce stress by 20%, compared to traditional methods.
Significance of the study: The results will allow for the development of recommendations for
the digital transformation of pedagogical education, strengthening intercultural cooperation and
preparing teachers for global challenges.
METHODS
Participants: The study was conducted from September 2024 to May 2025 with the
participation of 120 students from pedagogical faculties: 60 from KSU (philology, mathematics)
and 60 from YKSG (foreign languages, natural sciences). The average age was 21, and the
gender distribution was 58% female and 42% male. The sample was formed randomly, taking
into account the level of English proficiency (A2-B2 according to CEFR) and pedagogical
experience (at least 1 semester).
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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508
Study Design: Quasi-experimental, with a division into an experimental group (80 students
using ICT and intercultural modules) and a control group (40 students learning through
traditional programs). Collaborative learning included: online sessions via Zoom (twice a week
for 90 minutes) and asynchronous assignments in Moodle (developing lessons, reflection). Two
in-person seminars were held (5 days each in Kokand and Grodno).
Data collection tools:
* Questionnaires: Based on the UNESCO competency scale (2017) for general professional
skills (communication, leadership, classroom management; 20 questions, 1-5 Likert scale).
EFSET for specific competencies (teaching methods, subject-specific skills; 100 points).
Intercultural Competence Scale (Deardorff, 2006; 15 questions, 1-5 scale).
* Psychological tests: Motivation Scale (MSLQ, Pintrich et al., 1991; 15 questions, 1-7 scale).
Perceived Stress Scale (PSS, Cohen et al., 1983; 10 questions, 0-4 scale).
* Case studies: 10 assignments focused on intercultural interaction (e.g., developing a math
lesson that accounts for Uzbek and Belarusian traditions).
* Interviews: Semi-structured, with 30 students (15 from each university) to evaluate the
perception of digital and intercultural modules.
* Portfolios: Analysis of 120 works (lesson plans, Canva presentations, reflective essays).
* Observation: Analysis of 15 sessions (video recordings, protocols).
Research Procedure:
* September 2024: Pre-testing (questionnaires, EFSET, psychological tests).
* October 2024 - March 2025: Implementation of modules.
* ICT: Google Workspace (Docs, Slides) for collaboration, Canva for lesson visualization,
Moodle for asynchronous assignments.
* Intercultural approaches: role-playing games (e.g., "teacher in a multicultural school"), case
studies (solving classroom conflicts).
* Psychological support: stress management training (4 sessions, mindfulness), reflective
discussions (6 meetings).
* April 2025: Post-testing, interviews.
* May 2025: Data analysis.
Data Processing: Quantitative data were analyzed using ANOVA and Pearson's correlation
analysis in SPSS (p<0.05). Qualitative data (interviews, essays) were processed using thematic
analysis in NVivo. Ethical aspects: informed consent was obtained, and data was anonymized.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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RESULTS
Initial level:
* Experimental group: general professional competencies - 3.5 (out of 5), specific - 65 (out of
100), intercultural competence - 3.4 (out of 5), motivation - 4.6 (out of 7), stress - 2.8 (out of 4).
* Control group: general professional - 3.4, specific - 64, intercultural - 3.3, motivation - 4.5,
stress - 2.7 (t=0.35-0.44, p>0.05, differences are insignificant).
After the experiment:
* Experimental group: general professional competencies - 4.6 (+31%), specific - 85 (+31%),
intercultural - 4.5 (+32%), motivation - 6.0 (+30%), stress - 2.1 (-25%).
* Control group: general professional - 3.7 (+9%), specific - 70 (+9%), intercultural - 3.6
(+9%), motivation - 4.8 (+7%), stress - 2.6 (-4%).
* ANOVA: F=13.2-15.7, p<0.01 (significant differences).
Table 1: Indicator Dynamics
Indicator
Pre-test (Exp.) Post-test
(Exp.)
Pre-test (Cont.)
Post-test (Cont.)
General Professional
3.5
4.6
3.4
3.7
Specific (EFSET)
65
85
64
70
Intercultural Competence 3.4
4.5
3.3
3.6
Motivation (MSLQ)
4.6
6.0
4.5
4.8
Stress (PSS)
2.8
2.1
2.7
2.6
Qualitative data (thematic analysis):
* Barriers:
* Technical problems (15% of KSU students reported unstable internet).
* Language difficulties (60% KSU, 40% YKSG).
* Intercultural misunderstandings (50% mentioned differences in expectations).
* Module effects:
* 90% of students noted an increase in confidence in digital skills.
* 85% reported an improvement in intercultural communication.
* 80% noted a reduction in stress due to the training sessions.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
510
* Correlation between ICT use and competencies: r=0.82, p<0.01; intercultural modules and
stress: r=-0.78, p<0.01.
* Details:
* KSU: the largest increase was in communication (+33%) and teaching methods (+35%).
* YKSG: improvement in leadership (+30%) and intercultural attitudes (+32%).
* The overall increase in competencies (31-32%) and decrease in stress (-25%) confirmed the
hypothesis.
DISCUSSION
The results demonstrate that digital transformation through the integration of ICT and
intercultural approaches significantly enhances professional competencies and reduces
psychological barriers in collaborative learning. This is consistent with Siemens' (2005) theory
of connectivism, where digital networks enhance collaboration, and Byram's (1997) model of
intercultural competence. Psychological support, based on Lazarus and Folkman (1984), helped
KSU students overcome language and cultural barriers, while YKSG brought an analytical
approach, enriching the process.
Limitations:
* Unequal access to ICT (10% of KSU students).
* Differences in language proficiency.
* Short duration of in-person meetings (10 days).
Recommendations:
* Integrate ICT and intercultural modules into the curricula.
* Provide technical support (internet, licenses).
* Expand psychological training.
Future research:
* Long-term effects on careers.
* Comparison with other regions.
* The impact of new technologies (AI, VR).
CONCLUSION
In conclusion, the study convincingly shows that digital transformation in collaborative learning
between KSU and YKSG, based on the integration of ICT (Google Workspace, Canva, Moodle)
and intercultural approaches (case studies, role-playing games), is a powerful tool for forming
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
511
professional competencies of future teachers, with an increase of 31-32% and a decrease in
stress by 25%. In summary, digital technologies, enhanced by intercultural interaction and
psychological support, transform pedagogical education, making it more adaptable to global
challenges such as digitalization, migration, and multiculturalism.
Summarizing the experience of the two universities, ICT creates an infrastructure for
knowledge exchange, where KSU students contribute practice-oriented ideas, and YKSG
contributes theoretical depth, forming a model that aligns with UNESCO and Bologna Process
standards. For example, joint projects in Canva allowed students to visualize lessons that reflect
the cultural characteristics of both countries, and mindfulness training reduced stress from
intercultural differences. In the long term, such a model can become the basis for creating
international educational networks, uniting universities in the post-Soviet space and beyond.
For sustained success, it is necessary to overcome limitations, such as unequal access to
technology and language barriers, through investments in infrastructure and teacher training.
Ultimately, the study emphasizes that digital transformation in collaborative learning not only
develops competencies but also contributes to the formation of a global pedagogical community,
where teachers become agents of cultural dialogue and innovation, ready for the challenges of
the 21st century.
References:
1. * Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International
Journal of Instructional Technology and Distance Learning, 2(1).
2. * Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
Multilingual Matters.
3. * OECD. (2019). Digital Education Outlook. OECD Publishing.
4. * Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer.
5. * Deardorff, D.K. (2006). Identification and Assessment of Intercultural Competence.
Journal of Studies in International Education, 10(3), 241-266.
6. * Pintrich, P.R., et al. (1991). A Manual for the Use of the Motivated Strategies for
Learning Questionnaire (MSLQ). University of Michigan.
7. * Cohen, S., et al. (1983). A Global Measure of Perceived Stress. Journal of Health and
Social Behavior, 24(4), 385-396.
8. * Ubaydullayeva Kamolaxon Numanovna Факторы влияющие на развитие
стрессоустойчивости у студентов магистратуры. Journal of international scientific
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Vol.2
No/
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https://spaceknowladge.com/index.php/JOISR/article/view/1083/
9. *
Ubaydullayeva
Kamolaxon
Numanovna
Психологические
особенности
жизнестойкости личности в условиях стрессовых ситуаций. Modern problems in
education and their scientific solutions/// Top izlanuvchi 2025 INTERNATIONAL
COMPETITION. https://sg.docworkspace.com/d/sICnuu7jGAeujwcUG//
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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жизнестойкости личности в условиях стрессовых ситуаций.// V Международный
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