Formation of Media Competence of Future Primary School Teachers in The Context of Digital Education

Abstract

In the rapidly evolving landscape of digital education, the development of media competence among future primary school teachers has emerged as a critical aspect of teacher training. Media competence—encompassing the ability to critically analyze, create, and effectively use digital and media tools—has become essential for ensuring effective teaching and learning in modern classrooms. This paper explores the conceptual foundations, pedagogical strategies, and practical implications of forming media competence among pre-service primary educators. Emphasis is placed on integrating media literacy into teacher education curricula, employing active learning methods such as project-based learning and digital storytelling, and fostering reflective practicesThis research has been done at the Abai Kazakh National Pedagogical University and  investigated how digital technologies can enhance pedagogical practices and how future teachers can be equipped to navigate information overload, digital misinformation, and the ethical dimensions of media use. Furthermore, it addresses the role of higher education institutions in promoting a systematic and competency-based approach to media education. Through a review of international frameworks and national educational standards, the study identifies key competencies and proposes a model for structured media competence development. Challenges such as unequal access to technology, lack of institutional support, and insufficient training are also analyzed.Ultimately, the paper argues that the formation of media competence is not merely a technical skill but a complex, multi-dimensional process that encompasses cognitive, emotional, and ethical development. As digital education continues to reshape pedagogical environments, empowering future primary school teachers with robust media competence is fundamental to preparing the next generation of learners.