THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF DESIGN COMPETENCE AMONG FUTURE PRESCHOOL EDUCATORS IN A DIGITAL EDUCATIONAL ENVIRONMENT

Abstract

Background. The digital transformation of education requires preschool teacher education to move beyond the instrumental use of technology towards the ability to purposefully design learning experiences for young children. Design competence, understood as the capacity to analyse learning needs, model, prototype, implement and evaluate developmentally appropriate learning environments and resources, remains insufficiently conceptualised in early childhood teacher education. Aim. This article substantiates the theoretical and methodological foundations for developing design competence among future preschool educators in a digital educational environment. Methods. The study applies a conceptual-methodological approach based on thematic analysis of the theoretical literature and on the integration of the TPACK, DigCompEdu, backward design and constructive alignment frameworks. Results. A working definition of design competence is proposed, together with a five-component structure (conceptual-pedagogical, digital-technological, creative-design, reflective-evaluative and ethical-value), a three-level scale of development, and a four-stage methodological model of training (orientation, modelling, practice-based implementation, reflection). Pedagogical conditions and an assessment approach are specified. Conclusion. The proposed model provides a coherent basis for curriculum design and for future empirical validation through mixed-methods research.