Akademik Veri Yönetim Sistemi
Frontiers in Education, cilt.11, 2026 (ESCI, Scopus)
This study investigated the effectiveness of a blended learning model for developing pre-service computer science teachers’ professional competencies, focusing on three components: subject competence, methodological competence, and ICT competence. A quasi-experimental pre-test/post-test design with a controlled condition was implemented using whole classes. The sample included 192 pre-service computer science teachers from two higher education institutions in Shymkent (U. Zhanibekov South Kazakhstan Pedagogical University, n = 146; M. Auezov South Kazakhstan University, n = 46). Participation was voluntary and informed consent was obtained before data collection. The experimental group (n = 97) completed a 30-week blended course delivered through the Blended Edu platform, which combined online learning activities with face-to-face learning, while the control group (n = 95) followed a standard face-to-face curriculum. Competencies were measured using standardized tests administered before and after the intervention. Post-test group differences were examined using independent sample t-tests and effect sizes (Cohen’s d), accounting for baseline differences in ICT competence when interpreting. At post-test, the experimental group outperformed the control group on subjective competence (M = 70.0 vs. 65.0), t(190) = 2.37, p = 0.019, d = 0.43, and showed a small practical advantage on methodological competence (M = 63.2 vs. 60.4), t(190) = 1.76, p = 0.081, d = 0.32. The experimental group achieved higher post-test scores on ICT competence (M = 84.5 vs. 79.3), t(190) = 3.62, p < 0.001, d = 0.66, although this result should be interpreted in light of the baseline group differences. Overall, the study results suggest that a carefully designed blended learning approach can support the development of key professional competencies in pre-service IT teachers.