- Мінтій, І.С. (orcid.org/0000-0003-3586-4311) (2026) Methodological System of Blended Learning for Pre-Service Computer Science Teachers Doctoral thesis, Інститут цифровізації освіти.
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Abstract
Mintii I. S. Methodological System of Blended Learning for Pre-Service Computer Science Teachers. – Qualifying scientific work, manuscript. Dissertation for the degree of Doctor of Pedagogical Sciences in specialty 13.00.10 – Information and Communication Technologies in Education. – Institute for Digitalisation of Education of the NAES of Ukraine, Kyiv, 2026. This dissertation presents the theoretical substantiation, development, and experimental validation of a methodological system of blended learning for pre-service computer science teachers. The relevance of the study is determined by the need for highquality training of computer science teachers in the context of the digital transformation of education and the recognition of computer science as a fundamental STEM discipline, European requirements for integrating blended learning into teacher education, and the lack of a holistic, evidence-based methodological system for such training. The aim of the study is to theoretically substantiate, develop, and experimentally verify the methodological system of blended learning for pre-service computer science teachers. Research tasks: to refine the conceptual framework of the study and define the essence of blended learning and approaches to its organization; to conduct a systematic review of research on computer science teacher training, identify common and distinctive features of programs across different countries and the factors influencing training quality, establish patterns in computer science teacher training, and build the evidence base for designing the methodological system; to model the methodological system of blended learning for pre-service computer science teachers on the basis of the convergence of three theoretical frameworks – Technological Pedagogical Content Knowledge (TPACK), the Community of Inquiry (CoI), and the ICAP taxonomy of learning-activity levels (Interactive, Constructive, Active, Passive); to design the methodological system of blended learning for pre-service computer science teachers as an implementation of the developed model, substantiating a set of organizational and pedagogical conditions for its implementation; to develop specific methods of blended learning for pre-service computer science teachers (the use of learning management systems, the organization of synchronous and asynchronous interaction, digital competence development, microteaching with peer assessment, project-based learning using a TPACK taxonomy of digital tools, the use of immersive technologies, and teaching programming); to develop a criterion-based diagnostic toolkit for assessing the level of digital competence (criteria, levels, instruments) and to experimentally verify the effectiveness of the designed methodological system in the training of bachelor students in specialty A4 Secondary Education (Informatics). Research methods: bibliometric analysis of sources on blended learning to determine research topics and leading approaches; linguistic analysis to select the Ukrainian scholarly term; narrative review to define the content of the study’s key concept; SWOT analysis to identify the strengths, weaknesses, opportunities, and threats of implementing blended learning; systematic review (following the PRISMA 2020 protocol) of sources on computer science teacher training to identify common and distinctive features of programs across different countries and the factors influencing training quality; netnography of networked educational environments; pedagogical experiment (ascertaining, formative, and control stages) to verify the effectiveness of the methodological system; questionnaire surveys to diagnose digital competence and to study blended learning experience; statistical methods (Student’s t-test, Pearson’s χ 2 -test, z-test for proportions, Cohen’s d and h, SEM-PLS). The choice of the Ukrainian term «kombinovane navchannia» rather than «zmishane navchannia» as the equivalent of «blended learning» was substantiated. Its definition was refined as a planned, pedagogically sound, adaptive combination, interpenetration, and integration of face-to-face and distance, formal and non-formal, real and virtual, and individual and collective learning by means of intelligent technologies. Approaches to organizing blended learning were classified by three criteria – the mode of combining learning forms, the type of ICT tools, and the type of pedagogical technologies. The largest systematic review of computer science teacher training to date was conducted (300 studies, 52 years, 1972–2024, 44 countries, 6 databases). Its results are reproducible, its data comply with the FAIR principles, and data extraction was verified with the aid of intelligent technologies. Four key patterns were identified: 1) the triad «subject-matter training – pedagogical training – teaching practice», aligned with TPACK, with a characteristic imbalance in favor of the subject-matter component; 2) a paradigm shift from lectures to active methods; 3) the growing role of blended learning in the absence of validated methodological systems; and 4) a misalignment between assessment and the predominant teaching methods. These patterns form the evidence base for designing the methodological system. An integrated five-component model of the methodological system of blended learning for pre-service computer science teachers was developed (goal, content, technological, organizational, and diagnostic-outcome components), with a dual – theoretical and empirical – justification of its design principles. Coherence among the components is ensured by constructive alignment, while the cross-cutting analytical framework is the triple theoretical framework TPACK – CoI – ICAP. A set of five organizational and pedagogical conditions was substantiated, each grounded in the systematic review data and a corresponding theoretical framework (TPACK, CoI, ICAP, DigCompEdu, and Self-Determination Theory). The methodological system was designed as an implementation of the developed model; this included the development of a TPACK-oriented curriculum map, an architecture for the blended learning environment, and a monitoring and diagnostic system with quantitative targets for addressing the misalignment in assessment. Seven interconnected methods for implementing the system were developed (the use of the Moodle learning management system; synchronous and asynchronous interaction; digital competence development; microteaching with peer assessment; project-based learning; the use of immersive AR/VR technologies; and teaching programming), integrated through a blended learning environment based on Moodle and Google Workspace. A criterion-based diagnostic toolkit for assessing the level of digital competence was developed (cognitive, operational-activity, motivational-value, and reflectiveevaluative criteria; a level-based scale; and diagnostic instruments). A three-stage pedagogical experiment (2015–2024) at Kryvyi Rih State Pedagogical University confirmed the system’s effectiveness. The findings were triangulated using three independent data streams: quantitative diagnostics, learning analytics, and a qualitative analysis of students’ theses. The results have been implemented at ten higher education institutions in Ukraine. Scientific novelty: for the first time, a systematic review of computer science teacher training was conducted (the largest in scope – 300 studies; chronological coverage – 52 years; geographical coverage – 44 countries, 6 databases), carried out following the PRISMA 2020 protocol on the principles of evidence-based pedagogy (reproducibility, compliance with the FAIR principles, and verifiability with the aid of intelligent technologies), which made it possible to identify key patterns of computer science teacher training: 1) the triad «subject-matter training – pedagogical training – teaching practice» as the structural foundation of programs, aligned with the TPACK model, with a characteristic imbalance in favor of the subject-matter component; 2) a paradigm shift from passive to active forms of learning; 3) the growing role of blended learning in the absence of validated methodological systems for computer science teacher training; 4) a misalignment of assessment and social-skills development with the predominant (collaborative) teaching methods; a system of seven principles of evidence-based design of the methodological system was substantiated (scientific rigor and innovativeness; systemic coherence and integrity; adaptability, flexibility, and universal design; student-centeredness; integration; technological orientation; diagnostic orientation and reflectivity), each with a dual – theoretical and empirical – justification; an integrated five-component model of the methodological system was developed, each structural link of which is justified exclusively by systematic review data (the principle of «evidence-to-decision» traceability); a set of organizational and pedagogical conditions for the effective training of computer science teachers in a blended learning setting was determined, each grounded in the systematic review data and theoretical frameworks (TPACK, CoI, ICAP, DigCompEdu, and Self-Determination Theory); a holistic methodological system of blended learning for pre-service computer science teachers was theoretically substantiated and developed, designed on evidence-based principles and integrated through a cross-cutting triple theoretical framework (TPACK, CoI, and ICAP) and embodied in specific methods (the use of the Moodle learning management system; synchronous and asynchronous interaction; digital competence development following DigCompEdu; microteaching with peer assessment; projectbased learning using a TPACK taxonomy; the use of immersive AR/VR technologies; and teaching programming based on a pipeline from block-based through text-based to physical computing); improved: the interpretation of the concept of «blended learning» with regard to European integration processes, and the interpenetration and integration of technologies of formal and non-formal, real and virtual, and individual and collective learning by means of intelligent technologies; the system of criteria for diagnosing the digital competence of pre-service computer science teachers (cognitive, operationalactivity, motivational-value, and reflective-evaluative) using a level-based scale aligned with both Bloom’s taxonomy and DigCompEdu; approaches to the TPACK mapping of curricula; further developed: theoretical propositions concerning the use of immersive technologies in education, in particular the three-level training model «user – designer – methodologist» and the substantiated selection of a WebAR technology stack; approaches to modeling methodological systems based on «evidence-to-decision» traceability; the methodological foundations of digital competence development following the DigCompEdu progression; and the content and development of methodological systems for teaching computer science disciplines. The practical significance of the research findings lies in the development of 6 Moodle courses: «Methods of Teaching Computer Science» (Parts I–III), «School Computer Science Course» (Parts I–II), and «Digital Technologies in Education»; 3 syllabi of high-priority disciplines: «Methods of Teaching Computer Science», «School Computer Science Course», and «Digital Technologies in Education»; 4 versions of the educational and professional program «Computer Science. Programming»; a diagnostic toolkit; and methodological recommendations with empirical justification and quantitative targets, including recommendations on ensuring the accessibility of the electronic educational environment in accordance with the principles of Universal Design for Learning.
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