Digital textbooks are increasingly used in teacher education, yet many remain digitised versions of printed books that support information transmission rather than higher-order thinking and creativity. This article addresses the question of how an interactive digital textbook (IDT) should be designed so that it simultaneously develops the cognitive and creative potential of pre-service teachers. Following an educational design research approach, the study integrates social interdependence theory, the ICAP framework of cognitive engagement, the revised Bloom’s taxonomy, the theory of divergent thinking and the cognitive theory of multimedia learning, and applies them to the course “Pedagogy of Cooperation” taught in pedagogical higher education in Uzbekistan. Three outcomes are reported. First, seven design principles are formulated, including structured positive interdependence, a spiral progression from cognitive to creative tasks and embedded metacognitive scaffolding. Second, a task architecture is proposed that maps four modes of engagement (passive, active, constructive and interactive) onto cognitive and creative targets, with exemplar tasks drawn from the course content. Third, a five-module structure of the IDT, a four-stage learning cycle and a mixed-methods evaluation design with diagnostic instruments are specified. The article argues that coherence between the content of the course, which centres on humanistic cooperation, and the form of learning, organised as cooperative digital activity, is a key condition for developing both forms of potential. Implications for textbook developers and teacher educators are discussed.
Developing the Cognitive and Creative Potential of Pre-Service Teachers Through Interactive Digital Textbooks: Design Principles and Task Architecture for The Course “Pedagogy of Cooperation”
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