Integration of Project-Based Learning and Digital Visualization for Developing Soft Skills of Future STEM Teachers
DOI:
https://doi.org/10.31110/STEM-CaUk-3.2Keywords:
soft skills, STEM education, visual-digital approach, critical thinking, teamwork, future teachers, digital tools, interdisciplinary tasks, professional training, educational processAbstract
The article presents the theoretical and methodological foundations for developing the soft skills of future STEM teachers through a visual-digital approach. The relevance of the problem is justified by the ongoing digital transformation of education and the growing importance of interdisciplinary integration in teacher preparation. An analysis of Ukrainian and international research made it possible to identify the core soft skills critical thinking, communication, teamwork, creativity, and adaptability, and to determine their significance for the professional activity of STEM educators. The study of Ukrainian regulatory documents and international experience has confirmed the need for a coherent system of soft skills development within higher education.
An original model of soft-skills development for future STEM teachers is proposed. It integrates four components: goal-oriented, content-based, procedural, and resultative, and unfolds through four consecutive stages: motivational-orientational, analytical-exploratory, constructive-activity, and reflective-evaluative. A distinctive feature of the model lies in the integration of visual-digital tools (Maple, GeoGebra, Blender, Tinkercad, PhET, mobile planetarium, and Go-Lab virtual laboratories) into interdisciplinary team tasks.
Pilot implementation of selected model components in the educational process of the Faculties of Natural-Mathematical and Engineering-Pedagogical Education demonstrated positive dynamics: the level of critical thinking (measured by an adapted Watson–Glaser test) increased by 12.4%, the average teamwork score rose from 3.62 to 4.28, and 78% of students reported higher motivation for collaboration. These results confirm the potential of the visual-digital approach for developing soft skills and substantiate the feasibility of its large-scale implementation.
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