AN ACCESSIBLE SOFTWARE-AND-DIDACTIC MODEL FOR DEVELOPING ACTIVE CITIZENSHIP COMPETENCE IN PRE-SERVICE SPECIAL EDUCATORS
Keywords:
Active citizenship competence; pre-service special educators; inclusive education; digital citizenship; accessible learning; software-and-didactic support; universal design for learning; authentic assessment.Abstract
Digital participation, inclusive education, and human-rights-based professional practice increasingly converge in the work of special educators. Yet active citizenship in teacher education is often treated as general civic knowledge, while digital competence is reduced to technical tool use and accessibility is considered an optional design feature. This article develops an accessible software-and-didactic model for fostering active citizenship competence in pre-service special educators. The study is theoretical and design-oriented. It combines conceptual analysis, competence mapping, pedagogical modelling, and synthesis of primary frameworks on global citizenship education, democratic culture, digital competence, inclusive pedagogy, universal design for learning, web accessibility, adaptive learning, formative feedback, e-portfolios, and learning analytics. Five competence components are operationalised: civic-legal, motivational-value, activity-participatory, digital-communicative, and reflective-professional. The proposed model comprises seven interdependent blocks: target, conceptual, content, adaptive-didactic, communicative-activity, digital-technological, and diagnostic-result. Its central mechanism is a transparent cycle of initial diagnosis, individual goal setting, accessible microlearning, professional-inclusive cases, digital debate, service-learning projects, multi-source feedback, electronic portfolio reflection, and corrective reassignment. Six pedagogical conditions are specified, including authentic rights-based tasks, accessibility by design, explainable adaptation, structured collaboration, multi-evidence assessment, and human oversight of data-informed decisions. The article argues that platform activity should not be equated with competence; reliable interpretation requires triangulation of situational judgement, project products, accessibility evidence, individual contribution, reflection, and process data. The model offers a traceable foundation for a discipline-specific digital platform and future quasi-experimental validation without claiming completed empirical effects.
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