Integration of technology in teacher education in the United Kingdom and Canada

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Article

Integration of technology in teacher education in the United Kingdom and Canada

Mariana Nikola

Received 16.06.2025, Revised 03.11.2025, Accepted 26.11.2025

https://doi.org/10.67524/verus2/2.2026.19

Retrieved from Vol. 1, No. 1, 2025

Pages 19-30

Abstract

The study aimed to reveal the efficacy of integrating the use of digital technologies in training prospective teachers by comparing the British model of online courses and the Canadian model of virtual classrooms based on simulations of pedagogical situations. The study used the comparative case study of two models of teacher education and a quasi-experiment. The key findings are as follows: the use of specialised online digital systems increases the professional competences of students. During the experiment, in the group after an eight-week course, the share of students receiving the highest grade of “5” reached 40-50%, and in the standard survey – 45-48%; for students of the control group, such an increase was not significant (highest grade was 8-12%). The most substantial progress was observed in the modelling of pedagogical situations and the development of interactive learning materials. That is, during the digital educational process, students developed practical and innovative skills. Comparative analysis of the models showed that in the British system, there is a more flexible acquisition of theoretical knowledge, while the Canadian system ensures the development of interactive practical competences. This is because such a model has a balance in the provision of theoretical and practical components and the organic integration of both through the medium of digital technologies. The study demonstrated that the use of digital technologies, especially the usage of online courses, virtual classrooms with simulation environments, can lead to students’ greater digital competence, confidence in using the technologies and readiness for innovative pedagogical design. The practical significance of this study is related to the implementation of results in the teacher training system as follows: in creating teacher training programmes, implementing online courses, organising practice-based virtual classrooms for simulations, and assessing the students’ competencies. The results of the research conducted can be applied by teachers of departments of pedagogy, online course designers, heads of university departments, and educators and scientists working on the problems of digital pedagogy and professional preparation of future teachers

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Suggested citation
Nikola, M. (2025). Integration of technology in teacher education in the United Kingdom and Canada. Educational Innovation & Technology Journal, 1(1), 19-30. https://doi.org/10.67524/verus2/2.2026.19