DIDACTIC POTENTIAL OF MOBILE APPLICATIONS IN DEVELOPING DIGITAL COMPETENCE OF TEACHERS AND PSYCHOLOGISTS

Abstract

In the context of rapid digitalization of education, the development of digital competence among future professionals has become a strategic priority of higher education systems worldwide. Pre-service teachers and psychologists, as key agents of educational and psychological support, are expected not only to possess subject-specific knowledge but also to demonstrate a high level of digital literacy, pedagogical flexibility, and technological adaptability. This study explores the didactic potential of mobile applications in fostering digital competence among pre-service teachers and psychologists within English language instruction.

The research is grounded in contemporary theories of digital competence, mobile-assisted language learning (MALL), and constructivist pedagogy. A mixed-methods research design was employed, combining experimental teaching, quantitative assessment, and qualitative analysis. The experimental phase was conducted with undergraduate students majoring in pedagogy and psychology at a higher education institution, where mobile applications such as Kahoot, Gimkit, Quizlet, and interactive learning platforms were systematically integrated into English language instruction.

The findings demonstrate that the purposeful and methodologically structured use of mobile applications significantly enhances students’ digital competence across cognitive, operational, communicative, and reflective dimensions. Moreover, mobile learning tools were found to increase learner motivation, autonomy, collaborative skills, and critical digital awareness. The study contributes to the field of pedagogy by proposing a didactic framework for integrating mobile applications into teacher and psychologist education programs, emphasizing their role in developing sustainable digital competence.