Measuring the Influence of Mobile Learning on Value-Based Competence Formation in Primary Pre-Service Teachers
The modern challenges of digitalizing education require effective strategies for developing value competencies in future teachers. Despite the widespread adoption of mobile learning in education, its impact on personal and professional attitudes remains underexplored. This study examines the relationship between primary pre-service teachers' engagement with mobile learning and the development of value competencies within the context of pedagogical training in Kazakhstan. A cross-sectional, quantitative design was employed to assess how mobile learning influences the growth of value competencies among primary pre-service teachers. Undergraduate students majoring in primary education participated in the study. Validated questionnaires were used for data collection, and analyses involved descriptive statistics, correlation, and regression, with appropriate tests of statistical assumptions. Results indicated that a majority of students actively use mobile platforms for learning. Positive correlations were observed between the frequency of mobile resource use and students’ cognitive understanding of values. The regression model demonstrated that engagement in mobile learning contributed significantly to the variance in value competencies. Additional analyses revealed stronger effects among certain participant groups and notable differences based on gender. These findings underscore the effectiveness of mobile learning as a tool for shaping the values of future teachers and support its targeted integration into Kazakhstan's teacher training programs. The results provide a foundation for revising pedagogical approaches to focus not only on digital skills but also on the cultivation and transformation of personal values in future educators.