METHODOLOGICAL FOUNDATIONS AND PRINCIPLES OF INTEGRATING LOW-CODE/NO-CODE TECHNOLOGIES INTO THE PROFESSIONAL TRAINING OF FUTURE TEACHERS

Abstract

The article substantiates a pedagogically grounded and methodologically guided framework for integrating low-code/no-code technologies into the professional training of future teachers. The relevance of the study is determined by the need to move from episodic and tool centered use of digital services in education to the systematic design of reproducible educational artifacts and processes with verifiable pedagogical effects, didactic validity, and transparent assessment criteria. In contemporary educational practice, low-code/no-code technologies are often applied as instruments for simplifying digital activities; however, in the absence of a controlled methodological framework, their use remains fragmented and does not ensure sustainable learning outcomes in teacher education. The purpose of the article is to substantiate a pedagogically appropriate framework for integrating low-code/no-code technologies into the professional training of future teachers by clarifying their educational functions, defining integration principles, typologizing implementation barriers, and identifying a minimal set of organizational and pedagogical conditions for controlled implementation. The methodological foundation of the study is based on the competency-based and activity-based approaches. The research employs theoretical analysis, synthesis, generalization, and modeling. The literature synthesis was conducted through thematic categorization of recent studies on low-code/no-code technologies, citizen development, and digital pedagogy, followed by the alignment of identified components into an integrated methodological framework. As a result, low-code/no-code technologies are conceptualized as technologies of pedagogical design that enable future teachers not only to use digital tools, but also to construct pedagogically justified processes and artifacts, including data collection and processing, feedback organization, formative assessment, and learning interaction management, aligned with instructional goals and quality criteria. The methodological core of integration is defined through two axes: pedagogical relevance and goal alignment, and activity-based organization of training through project-oriented construction of educational artifacts. A typology of implementation barriers is proposed, including competency-didactic, readiness-related, assessment-related, ethical, regulatory-organizational, and infrastructural barriers, and their connection to specific organizational and pedagogical solutions is demonstrated. The scientific novelty of the article lies in aligning integration principles, typical barriers, and minimal organizational and pedagogical conditions into a unified logic of methodologically guided implementation of low-code/no-code technologies in teacher education. The practical significance of the study consists in the applicability of the proposed framework for designing educational modules, organizing project-based learning, and developing assessment criteria for evaluating the quality of pedagogical digital artifacts. The article has a theoretical and analytical character and provides a foundation for further empirical validation of the proposed principles and conditions in higher pedagogical education institutions.