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
513
USING PROJECT-BASED EDUCATIONAL TECHNOLOGIES AND ICT TO
DEVELOP GENERAL PROFESSIONAL AND SPECIFIC COMPETENCIES OF
FUTURE TEACHERS IN THE PROCESS OF COLLABORATIVE LEARNING
Karshieva Shakhnoza Valievna
Head of the Coordination Department
KSU, Phd
Ubaydullaeva Kamolakhon Numonovna
KSU, Master's 01/24 PP MAG (SOP)
E-mail: kamolaxonubaydullayeva88@gmail.com
Turgunova Gulyora Alisher kizi
KSU, Master's 01/24 PP MAG (SOP)
E-mail: turgunovagulyora12345@gmail.com
Research Location
: Kokand State University (Uzbekistan),
in collaboration with Yanka Kupala State University of Grodno (Belarus).
Abstract:
The article explores the impact of project-based educational technologies (PET) and
information and communication technologies (ICT) on the development of general professional
(planning, leadership, communication) and specific (subject-specific skills) competencies in
pedagogical students within a collaborative learning framework. An experiment involving
students from KSU and YKSG showed a significant increase in competencies, which
underscores the potential for integrating PET and ICT into intercultural educational programs.
The data obtained offer recommendations for modernizing pedagogical education.
Keywords:
project-based technologies, ICT, general professional competencies, specific
competencies, collaborative learning, pedagogical education.
INTRODUCTION
Modern pedagogical education requires a shift from traditional lecture-based methods to
active, practice-oriented approaches. Project-based educational technologies (PET), such as
problem-based learning (PBL), and information and communication technologies (ICT),
including Google Workspace and Canva, play a key role in developing the competencies
needed to work in a globalized world. General professional competencies (planning, leadership,
communication) and specific competencies (subject-specific skills, such as methods of teaching
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
514
mathematics or literature) are becoming the foundation for training teachers who can adapt to
the challenges of the 21st century.
Collaborative learning between Kokand State University (KSU) and Yanka Kupala State
University of Grodno (YKSG) provides a unique opportunity to integrate PET and ICT into an
intercultural environment. The cooperation program, which began in 2023, brings together
students from Uzbekistan and Belarus through online platforms and in-person exchanges,
creating conditions for sharing experiences and developing digital literacy. A literature review
confirms that PBL contributes to the development of critical thinking (Thomas, 2000), while
ICT improves access to resources and technology skills (OECD, 2019). However, there is
insufficient research on their application in the context of collaborative learning between post-
Soviet countries, which makes this study relevant.
The goal of the study: To assess the impact of project-based educational technologies and ICT
on the development of general professional and specific competencies of future teachers in the
process of collaborative learning.
Objectives:
* To determine the initial level of competencies of KSU and YKSG students.
* To implement project-based technologies and ICT into joint training modules.
* To compare the results of the experimental and control groups.
Hypothesis: The integration of PET and ICT will increase the level of competencies by 15-25%
compared to traditional methods.
Significance: The development of recommendations for integrating technologies into
international educational programs, which can influence teacher training standards in
Uzbekistan and Belarus.
METHODS
Participants: The study was conducted from September 2024 to May 2025 with the
participation of 100 students (50 from KSU, faculties of mathematics and philology; 50 from
YKSG, faculties of history and natural sciences). The average age was 21 years, with a gender
distribution of 60% female and 40% male. The sample was formed randomly.
Study Design: Quasi-experimental, with a division into an experimental group (60 students
using PET and ICT) and a control group (40 students with traditional learning). Collaborative
learning was carried out via Zoom (online sessions twice a week for 90 minutes) and Moodle
(asynchronous assignments). In-person seminars were held as part of an exchange program (2
visits of 5 days each).
Instruments and Procedures:
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
515
* Questionnaires: Based on the UNESCO competency scale (2017) for general professional
skills (20 questions, Likert scale) and EFSET for specific competencies (subject-specific
teaching methods tests).
* Project assignments: Students developed 5 joint projects (for example, interactive
mathematics lessons using Canva).
* Observation: Analysis of 15 project sessions (video recordings).
* Interviews: Semi-structured, with 20 students (10 from each university) to evaluate their
perception of technologies.
* Portfolios: Analysis of 100 works (presentations, lesson plans).
Procedure:
* September 2024: Pre-testing (questionnaires, EFSET).
* October 2024 - March 2025: Implementation of PET (PBL modules) and ICT (Google
Workspace, Canva).
* April 2025: Post-testing.
* May 2025: Data analysis.
Data Processing: ANOVA in RStudio was used to compare the groups, and Pearson's
correlation analysis was used to assess the relationship between technology use and
competencies. The significance level was p<0.05. Ethical aspects: informed consent was
obtained, and data was anonymized.
RESULTS
Initial data: The average level of general professional competencies in the experimental group
was 3.5 points (out of 5), and specific competencies were 3.3. In the control group, it was 3.4
and 3.2, respectively (t=0.32, p=0.73, differences were insignificant).
After the experiment:
* Experimental group: general professional competencies - 4.5 (+28%), specific - 4.4 (+33%).
* Control group: general professional - 3.7 (+8%), specific - 3.5 (+9%).
* ANOVA: F=12.5, p<0.01 (significant differences).
Table 1: Competency Dynamics
Competency
Pre-test (Exp.)
Post-test (Exp.)
Pre-test (Cont.)
Post-test (Cont.)
General
Professional
3.5
4.5
3.4
3.7
Specific
3.3
4.4
3.2
3.5
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
516
Details:
* KSU students showed an increase in project management (+22%), YKSG students in digital
literacy (+30%).
* Correlation between the number of projects and competencies: r=0.78, p<0.01.
* Interviews: 90% of students noted an increase in confidence in using ICT.
* Graph 2: Linear growth of competencies in the experimental group (graph description).
The overall increase exceeded the hypothesis, reaching 28-33%.
DISCUSSION
The results confirm that PET and ICT enhance collaborative learning, creating conditions for
sharing experiences and developing digital skills. This is consistent with Dewey's (1938)
theories on experiential learning and Siemens' (2005) research on the connectivist approach.
The intercultural context amplified the effect, as students adapted to differences in learning
approaches (KSU - practice, YKSG - theory).
Limitations:
* Uneven access to ICT (10% of KSU students faced internet issues).
* Differences in the level of digital preparedness.
* Limited time for in-person meetings.
Recommendations:
* Integrate PET and ICT into the regular curricula of KSU and YKSG.
* Develop joint online courses with certification.
* Provide technic.al support for regions.
Future research: The impact of technologies on graduate employment, comparison with other
countries.
Conclusion
In conclusion, the study convincingly demonstrates that the use of project-based educational
technologies and ICT in the process of collaborative learning between KSU and YKSG is an
effective means for developing both general professional (planning, leadership) and specific
competencies of future teachers, with an overall increase of 28-33%.
These technologies not only enhance the practical orientation of education but also contribute to
the formation of digital literacy, which is becoming a key factor in the era of digitalization. In
summary, it can be argued that the integration of PET and ICT transforms traditional education
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
517
into a dynamic process where students learn to solve real-world problems in an intercultural
environment, which increases their competitiveness in the global labor market.
Summarizing the experience of the two universities, it is worth emphasizing that project-based
technologies (PBL) allow for the integration of cultural characteristics:
KSU students bring creative ideas from the Uzbek pedagogical tradition, while YKSG adds an
analytical approach based on European standards. This leads to a synergy where ICT (Google
Workspace, Canva) serve as a bridge for exchange, minimizing geographical barriers. As a
result, an educational model is formed that is consistent with the UN Sustainable Development
Goals, with an emphasis on innovation and cooperation. In the future, such approaches can be
scaled to other universities, contributing to the creation of regional networks for digital resource
exchange. However, for maximum effectiveness, it is necessary to overcome limitations, such
as unequal access to technology, through government support programs. Ultimately, the study
shows that PET and ICT in collaborative learning not only develop competencies but also lay
the foundation for the transformation of pedagogical education, making it more future-oriented
and inclusive for all participants in the global educational community.
References:
1. * Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
2. * Thomas, J.W. (2000). A Review of Research on Project-Based Learning. Autodesk
Foundation.
3. * OECD. (2019). Digital Education Outlook.
4. * Ubaydullayeva Kamolaxon Numanovna Факторы влияющие на развитие
стрессоустойчивости у студентов магистратуры. Journal of international scientific
research.
Vol.2
No/
4(2025)
https://spaceknowladge.com/index.php/JOISR/article/view/1083/
5. *
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//
6. *
Ubaydullayeva
Kamolaxon
Numanovna
ОТ
ВЫЗОВА
К
РЕСУРСУ:
ПСИХОЛОГИЧЕСКАЯ РОЛЬ ЖИЗНЕСТОЙКОСТИ В ТРАНСФОРМАЦИИ
СТРЕССОВЫХ СИТУАЦИЙ //INTERNATIONAL SCIENTIFIC AND PRACTICAL
CONFERENCE "SOLUTIONS TO CURRENT ISSUES IN PSYCHOLOGICAL
SCIENCE BASED ON INTERNATIONAL EXPERIMENTS" MAY 14-15, 2025.
https://doi.org/10.5281/zenodo.15509609/
7. * Ubaydullayeva Kamolaxon Numanovna - Психологические особенности
жизнестойкости личности в условиях стрессовых ситуаций.// V Международный
журнал научных исследований «Новости образования: исследования в XXI веке.
