Gamification as a Pedagogical Tool in the Training of Future Computer Science Teachers: Theoretical Foundations and Competency Framework

Abstract

Abstract: This research focuses on providing theoretical grounding for gamification as a pedagogical instrument in preparing prospective computer science educators and on constructing a competency framework that establishes the structure, benchmarks, and proficiency levels required for specialists to adopt gamified methodologies in their professional practice. Methods. The stated objective was accomplished through a combination of theoretical approaches: examining psychological-pedagogical, methodological, and domain-specific literature to assess the current state of inquiry into the issue; synthesizing and consolidating scholarly perspectives to refine the conceptual-categorical foundation of the study; organizing and categorizing gamification approaches and instruments; and constructing a competency framework for prospective computer science teachers' preparedness to implement gamification in educational settings. Results. The study has refined the meaning of "gamification" within the computer science teacher preparation context as a pedagogical technology characterized by the structured integration of game-based elements, mechanics, and dynamics throughout the higher education learning process. Theoretical underpinnings of gamification have been organized systematically, encompassing principles, components, mechanics, and dynamics. An original multifaceted taxonomy of gamification approaches has been established based on integration depth within educational contexts, prevailing game mechanics, categories of digital instruments, and implementation phases. A competency framework for future computer science educators' readiness for gamification has been validated, comprising structural dimensions (motivational, cognitive, activity-oriented, personal), developmental indicators (need-driven, informational, activity-oriented, reflective), and proficiency tiers (foundational, intermediate, competent, advanced). Conclusions. Gamification represents a forward-looking pedagogical instrument for preparing future computer science educators, necessitating deliberate cultivation of appropriate specialist competencies. The advanced competency framework offers a foundation for creating diagnostic instruments, constructing educational curricula, and evaluating the quality of pedagogical personnel preparation in IT education.