Digital Pedagogy in Initial Teacher Education for Primary Education: From Digital Literacy to Interactive Educational Design
Abstract
The article examines the role of digital literacy and interactive educational design in the initial training of primary school teachers. Drawing on European and international frameworks (DigCompEdu, DigComp 2.2, ISTE, UNESCO, TPACK), the study highlights the main dimensions of digital competence: technical and informational foundations, ethics and digital well-being, communication and collaboration, self-assessment, and continuous professional development. The paper argues for a shift from competences to pedagogy by integrating technology into the teaching–learning process, emphasizing the teacher’s role as facilitator and educational designer. Finally, it proposes principles and tools for interactive educational design, relevant for preparing future teachers and aligning education with the challenges of the digital society.
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