DEVELOPING THE AESTHETIC CULTURE OF PRE-SERVICE TEACHERS ON THE BASIS OF A DIGITAL ENVIRONMENT IN THE CONTEXT OF INFORMATIZED EDUCATION
Keywords:
aesthetic culture; pre-service teachers; digital environment; informatized education; digital multimodal creativity.Abstract
In the context of informatized education, the digital environment has become one of the main spaces in which young people encounter art, visual information and cultural values. This creates new opportunities and new risks for the aesthetic culture of future teachers, who will be responsible for shaping the tastes and values of the next generation. The purpose of this study is to develop and test a digital-environment-based model for developing the aesthetic culture of pre-service teachers. Aesthetic culture is considered as an integrative quality comprising aesthetic consciousness, aesthetic perception and emotional sensitivity, aesthetic evaluation, digital-creative activity and the aesthetics of professional communication. The model includes four layers of the digital environment: resource, communicative, creative-productive and evaluative. The research used a mixed-methods design. A diagnostic survey of 214 pre-service teachers at Termez State University revealed that students actively consume visual content online but rarely analyse or create it purposefully. A 12-week formative experiment (experimental group n = 58; control group n = 56) was then implemented through content-based English language classes. Posttest results showed significantly higher scores in the experimental group across all five components (Cohen’s d = 0.73–0.93), and the proportion of students with a high level of aesthetic culture rose from 13.8% to 37.9%.
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