Practical Case of Integrating 3D Technologies and Computer Design into the Training of Pre-Service Computer Science Teachers
Abstract
The paper considers a practical case of integrating 3D technologies and computer design into the process of professional training of pre-service computer science teachers in the context of the digital transformation of education. The current trends in the development of digital technologies are analyzed, and the need to modernize pre-service computer science teachers’ training content to meet the needs of a high-tech society is substantiated.
The purpose of the study is to analyze and substantiate the effectiveness of a project-oriented approach in developing the professional competencies of pre-service computer science teachers. The research process used analysis of scientific sources, pedagogical observation, case studies, questionnaires, and descriptive statistics. The research methodology is based on a competency-based, interdisciplinary, and project-oriented approach. The study was conducted during the 2021–2026 academic years at the Dragomanov Ukrainian State University. 108 students of the specialty “Secondary Education (Computer Science)” participated in it.
As part of the study, students developed visual digital content for the real needs of the university environment (3D models, emblems) by implementing integrated projects. The results of the input and output surveys showed positive dynamics in the levels of students’ practical skills in the field of 3D technologies and computer design: the number of students with a high level of development of the relevant competencies increased from 20 to 49 people (by 27%), and the number of students with a low level decreased from 37 to 0 people (by 35%). In addition, 80.6% of respondents noted the practical usefulness of project activities for developing professional competencies, and 70.4% of students found the proposed projects interesting and motivating.
The results of the study show that integrating 3D technologies and computer design into the professional training of pre-service computer science teachers increases students’ learning motivation, develops their creativity, digital literacy, and readiness for pedagogical activity in the context of a high-tech society. This approach ensures the training of educators who cannot only effectively use modern digital tools but also develop in students the appropriate competencies for future professions.
Downloads
References
Ramskyi, Yu. S., Strutynska, O. V., & Umryk, M. A. (2020). Modernizatsiia zmistu navchannia maibutnikh vchiteliv informatyky v umovakh stanovlennia informatsiinoho suspilstva [Modernization of the learning content of future computer science teachers in the conditions of the formation of the information society]. Naukovyi chasopys NPU imeni M. P. Drahomanova. Seriia 2. Kompiuterno-oriientovani systemy navchannia, 22(29), 17–25. http://enpuir.npu.edu.ua/handle/123456789/34387 [in Ukrainian]
Strutynska, O. (2019). Vykorystannia robototekhniky ta 3D tekhnolohii v umovakh rozvytku STEM osvity [The use of robotics and 3D technologies in the conditions of STEM education development]. Vidkryte osvitnie e-seredovyshche suchasnoho universytetu, (7), 96–109. https://doi.org/10.28925/2414-0325.2019.7.10 [in Ukrainian]
Drits-Esser, D., & Stark, L. A. (2015). The Impact of Collaborative Curriculum Design on Teacher Professional Learning. The Electronic Journal of Science Education, 19(8), 15129. https://pmc.ncbi.nlm.nih.gov/articles/PMC7881916/.
Gavrilas, L., & Kotsis, K. T. (2025a). The evolution of STEM education and the transition to STEAM/STREAM. Aquademia, 9(1), ep25002. https://doi.org/10.29333/aquademia/16313
Gavrilas, L., & Kotsis, K. T. (2025b). Integrating learning theories and innovative pedagogies in STEM education: A comprehensive review. Eurasian Journal of Science and Environmental Education, 5(1), 11-17. https://doi.org/10.30935/ejsee/16538
Ge, X., Ifenthaler, D., & Spector, J. M. (Eds). (2015). Emerging Technologies for STEAM Education: Full STEAM Ahead. Springer International Publishing. https://doi.org/10.1007/978-3-319-02573-5
Karaismailoglu, F., & Yildirim, M. (2024). The effect of 3D modeling performed using Tinkercad or concrete materials in the context of the flipped classroom on pre-service teachers’ spatial abilities. Research in Science & Technological Education, 42(4), 1264–1283. https://doi.org/10.1080/02635143.2023.2223134
Ke, L., Friedrichsen, P., Rawson, R., & Sadler, T. D. (2023). Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching and Teacher Education, 122, 103957. https://doi.org/10.1016/j.tate.2022.103957
Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 33(3), 937958. https://doi.org/10.1007/s10648-020-09586-2
OECD Digital Education Outlook 2026: How generative AI can support learning when used with purpose. Digital Skills and Jobs Platform. 2026. Retrieved from: https://digital-skills-jobs.europa.eu/en/latest/news/oecddigital-education-outlook-2026-how-generative-ai-can-support-learning-when-used
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Strutynska, O., & Umryk, M. (2019). Learning Startups as a Project Based Approach in STEM Education. E-Learning and STEM Education, 11, 529–555. https://doi.org/10.34916/el.2019.11.34
Surynková, P. (2022, February). An impact of 3D computer and 3D printed models on the students’ success in spatial ability and geometry testing. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). https://hal.science/hal-03748981v1
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282. https://doi.org/10.1007/s11251-014-9340-7
Wohlers Report 2026. (2026). 3D Printing and Additive Manufacturing. Retrieved from: https://platform.wohlersassociates.com/insights/wohlers-report-2026. World Economic Forum. (2025). The future of jobs report 2025. World Economic Forum. https://www.weforum.org/publications/the-future-of-jobs-report-2025/
Yefymenko, T., & Strutynska, O. (2026). Student survey results about the research project and 3D competences [Google Sheets]. Retrieved from: https://docs.google.com/spreadsheets/d/1VrhaxDs1cCXvXHMLQQ9GQm39KKphhWM1/edit?usp=sharing&ouid=113579495749353106237&rtpof=true&sd=true
