USING DESIGN-BASED EDUCATIONAL TECHNOLOGY TO ENHANCE THE CREATIVE ABILITIES OF “TARBIYA” SUBJECT TEACHERS IN PROJECT DEVELOPMENT

Аннотация

This article analyzes the potential of design-based educational technology and examinesresearch conducted byscholars in thisfield. Additionally, it provides recommendations and suggestions for utilizing design-based educational technology to enhance the creative abilitiesof"Tarbiya" subject teachers in project development. Keywords:pedagogy, design-based learning, information-educational environment, educational portals, websites, cloud services. In today's world, general secondary education schools are equipped withmodern information and communication technologies and connected to the global Internet network. Therefore, it is necessary to develop modern approaches for integrating information and communication technologies (ICT) intolesson planning and delivery. This study advances the idea of enhancing the competency of "Tarbiya" subject teachers in lesson planning through ICT. The prioritization of design-based educational technology, along with the use of information-educational environments, educational portals, subject-specific websites, and cloud services, is emphasized. The integration of design-based educational technology with educational environments plays a crucial role in fostering students' learning motivation,developing creativity, andenhancing cognitiveengagement. A historical review of design-based educational technology reveals that it was initially proposed by J. Dewey. Subsequently, it has been conceptualized in pedagogical literature and educational history research under the term "project method." Throughout its evolution, the project method has been discussed in various conceptual contexts, highlighting its significance in educational practice[1]: - LaborEducation (K.M. Woodworth,N.K. Krupskaya, S.T. Shatsky); - Vocational Education (N.E. Erganova, G.V. Rogova, F.M.Rabinovich); - Differentiated Education (N.P. Guzik, E.A. Yunina, I.E. Unt); - Learner-Centered Education (I.S. Yakimanskaya); - CollaborativePedagogy(V.F. Shatalov, V.A.Volkov, L.S. Vygotsky). The emergence of the project-based learning method in education was necessitated by the socio- economic conditions that required a reassessment of traditional teaching methods. The demand for specialists to meet the evolving requirements of a new era emphasized the need to reform educational approaches and integrateinnovativeinstructional strategies [1,2,3,4]. In the19th century, amidst global socio-political instability and rapid scientificand technological advancements, the education system underwent significant revisions. The restructuring of new page1287 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue02,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai curricula was based on the principle of organizing learners’ cognitive activities in the process of assimilatingeducational content, leading to the introduction of theproject-based learning method. In 1929, the emergence of comprehensive project-based curricula, aimed at facilitating the acquisition of knowledge, skills, and competencies through educational and cognitive activities, was recognizedas asignificant milestone[1] The latest phase in the development of the project-based method extends from 1965 to the present, as reflected in the works of scholars such as I. Bastion, B. Butmar, H. Gudens, G. Geisler, F. Frey, G. Kraut, and M. Kmoll in Germany. This period was marked bya reassessment of project-based learning and its broader application in education. According to researchers in the field of the history of pedagogy, this approach experienced a resurgence in Western European countries during the 1960s and 1970s. Similar to its initial rise in the early 20th century, project-based learning during this period was regarded as an alternative to traditional instructional methods such as lectures and seminars. It was also increasingly seen as an educational approach emphasizinginterdisciplinary integration and socialization[1]. These issues, particularly the various interpretations of the project-based method in modern pedagogy, have been explored in the works of scholars such as E.S. Polat[5], V.N. Sternberg[6], R.N.Azarova [7],N.V. Borisova 777,B.V. Kuzov[7],and V.F. Sidorenko [8] Specifically, E.S. Polat defines the project-based method as "a means of achieving didactic objectives through detailed elaboration," emphasizing that it involves the development of a problem (technology) that must ultimately lead to a tangible and concrete practical outcome. Furthermore, the scholar asserts that the project method can be regarded as an integrated pedagogical technology that encompasses various teaching methods, primarily creative combinations[5] V.F. Sidorenko highlights that project-based learning is now viewed as "a defining stylistic feature of modern thinking and one of the most significant typological characteristics of contemporary culture, present innearly all key aspects ofhuman