Interdisciplinary approach to teacher training through the integration of design and technological innovations

Abstract

The current transformation of higher education, driven by digitalization, the growing role of the creative economy, and the introduction of innovative technologies, highlights the need to rethink approaches to professional development for teachers. Traditional models of professional development are increasingly less responsive to the dynamics of educational change, necessitating the integration of interdisciplinary practices, in particular the combination of design as a methodology for designing educational experiences and technological innovations as an instrumental environment for their implementation. The aim of the study is to conceptualize and model an integrated teacher training system focused on the formation of innovative pedagogical thinking and digital competencies. The research process involved the use of general scientific and special methods of cognition, in particular, the analysis and synthesis of scientific sources, comparative analysis of educational approaches, systematization and generalization of theoretical provisions, as well as the modeling method for building an interdisciplinary structure for teacher training. As a result of the study, the essence of an interdisciplinary approach in teacher training was substantiated, and the role of design and technological innovations as complementary components of the educational process was determined. A conceptual scheme for the integration of pedagogical, design, and technological elements is proposed, practices and tools for their combination are analytically generalized, and an algorithm for interdisciplinary teacher training, which is cyclical and adaptive in nature, is developed. The conclusions indicate that the integration of design and technological innovations into the teacher training process contributes to the formation of a comprehensive professional development system, increases the level of teachers' readiness for educational transformations, and responds to the modern challenges of the digital society. The results obtained can be used in the practice of teacher training and serve as a basis for further scientific research in the field of innovative pedagogy.