CONCEPTUAL FOUNDATIONS FOR DEVELOPING THE METHODOLOGICAL COMPETENCE OF FUTURE MORAL EDUCATION TEACHERS BASED ON AN ERGONOMIC APPROACH
Keywords:
Methodological competence; ergonomic approach; moral education teacher training; teacher education; pedagogical ergonomics; competence-based education; conceptual model.Abstract
In the context of rapid socio-cultural transformations, digitalization of education, and the increasing complexity of pedagogical environments, the professional training of future moral education (tarbiya) teachers requires innovative methodological frameworks that ensure not only pedagogical effectiveness but also human-centered sustainability of teaching practices. This study aims to substantiate the conceptual foundations for developing the methodological competence of future moral education teachers based on an ergonomic approach, which integrates pedagogical, psychological, physiological, and organizational dimensions of the educational process. Employing a systemic and competence-based research design, the study conceptualizes methodological competence as a multidimensional construct encompassing motivational-value, cognitive, operational-technological, reflective, and ergonomic components. The ergonomic approach is interpreted not merely as a physical adaptation of educational environments, but as a holistic pedagogical strategy that optimizes the interaction between the teacher, learner, educational content, and instructional conditions. The research methodology includes theoretical analysis, modeling, pedagogical diagnostics, and comparative interpretation of empirical data obtained through surveys, observations, and expert assessments. The results reveal that the integration of ergonomic principles into the professional preparation of future moral education teachers significantly enhances their methodological readiness, instructional adaptability, and pedagogical sustainability. The study proposes a conceptual model that outlines the structural components, pedagogical conditions, and developmental stages of methodological competence formation within an ergonomic framework. The findings contribute to pedagogical theory by expanding the application of ergonomics in teacher education and offer practical implications for higher education institutions involved in training moral education teachers. The study concludes that an ergonomic approach serves as a scientifically grounded and practically effective means of aligning methodological competence development with contemporary educational demands and human-centered pedagogical values.
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