IMPROVING THE DESIGN COMPETENCE OF FUTURE TEACHERS THROUGH ACTIVE METHODOLOGIES

This article examines the development of design competence in pre-service teachers through the implementation of active learning methodologies. Design competence, defined as the ability to creatively plan, develop, and adapt instructional processes and materials, is essential for effective teaching in modern classrooms. The study examines a variety of active methodologies, such as project-based learning, problem-based learning, and collaborative design tasks that encourage student engagement, critical thinking, and application. The results suggest that integrating active methodologies into teacher education programs significantly improves pre-service teachers’ ability to develop innovative and student-centered instructional strategies. The results suggest that the use of such pedagogical approaches not only develops technical skills but also reflective and flexible thinking, thereby preparing pre-service teachers for the dynamic demands of the teaching profession