DEVELOPING INDEPENDENT LEARNING AUTONOMY AND DIGITAL COMPETENCE IN FUTURE PRIMARY SCHOOL TEACHERS WITHIN THE CREDIT-MODULE SYSTEM

Abstract

This paper investigates the theoretical framework and pedagogical mechanisms for enhancing independent learning autonomy and digital competence among future primary school teachers in higher education institutions operating under the European Credit Transfer and Accumulation System (ECTS). The study addresses the critical shift from traditional instructor-led teaching methodologies to student-centered, autonomous learning paradigms, which is essential for modern education. By integrating various digital tools, advanced learning management platforms (such as HEMIS), and innovative reflective assessment models into independent study hours, the research demonstrates a structured and effective pathway to significantly improve pedagogical problem-solving skills, cognitive activity, and overall professional readiness of pre-service teachers. The validity and practical effectiveness of the proposed pedagogical model were rigorously confirmed through a comprehensive empirical evaluation involving 355 undergraduate students, utilizing robust Student’s t-distribution statistical analysis to ascertain its impact.