Enhancing the Methodological Framework for Preparing Pre-Service Teachers in Instructional Design Within Digital Learning Environments

The rapid and transformative transition towards digital learning environments has reshaped nearly every aspect of educational practice, from curriculum development to daily classroom interactions. This movement has revealed both opportunities and challenges for teacher preparation programs to ensure future educators possess robust instructional design competencies. Gaining proficiency in instructional design within digital settings is now a crucial expectation for pre-service teachers. This article aims to thoroughly examine how the methodological framework utilized in teacher preparation can be enhanced to foster deep, sustained, and contextually relevant instructional design skills for pre-service teachers, specifically tailored to the evolving landscape of digital education. The focus lies on providing a comprehensive theoretical analysis, discussing practical strategies for methodological enhancement, and concluding with actionable recommendations for teacher education institutions. Keywords

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