Skip to main content
editor@theusajournals.com | Oscar Publishing Services Journal Home
Login

International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

Pedagogical and Psychological Foundations of Preparing Future Teachers to Model A Steam-Based Environment in Inclusive Education

Pedagogical and Psychological Foundations of Preparing Future Teachers to Model A Steam-Based Environment in Inclusive Education

Authors

  • Norqulova Matluba Mamatmurod qizi
    Assistant, Samarkand State Pedagogical Institute, Samarkand, Uzbekistan Independent Researcher, Gulistan State University, Gulistan, Uzbekistan

DOI:

https://doi.org/10.37547/ijp/Volume06Issue04-123

Keywords:

Inclusive education STEAM approach educational environment modeling

Abstract

This article examines the pedagogical and psychological foundations of preparing future teachers for modeling STEAM-based learning environments in inclusive education settings. The study highlights the integration of inclusive education, STEAM methodology, and digital technologies as essential components of modern teacher education. Particular attention is given to the role of the Universal Design for Learning (UDL) framework, the Technological Pedagogical Content Knowledge (TPACK) model, and digital competence in developing professional readiness among future educators. A structural-functional model for preparing future teachers to design inclusive STEAM environments is proposed. The findings indicate that the effective use of digital technologies enhances professional competencies and contributes to improving the quality of inclusive education.

Downloads

Download data is not yet available.

References

Republic of Uzbekistan. (2020). Law of the Republic of Uzbekistan “On Education”. Tashkent, Uzbekistan.

President of the Republic of Uzbekistan. (2020–2023). Resolutions and decrees on the development of inclusive education in the Republic of Uzbekistan. Tashkent, Uzbekistan.

UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and Education – All Means All. Paris, France: UNESCO Publishing.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

CAST. (2024). Universal Design for Learning (UDL) Guidelines Version 3.0. Wakefield, MA: CAST.

European Commission. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.

OECD. (2023). Digital Education Outlook 2023: Towards an Effective Digital Education Ecosystem. Paris, France: OECD Publishing.