1 Introduction

The educational process is important for the development of society, so the training of qualified teachers plays a key role in the education system. The training of primary school teachers is important for the socialization and development of children (^{Mulligan et al., 2024}). Professional training should include not only knowledge, but also the development of psychological, pedagogical, and methodological skills. Successful professional activity requires the constant development of professional thinking, creative skills and emotional intelligence (^{Demchenko et al., 2021}). Individual value orientations are based on universal values that should be inherent in teachers (^{Brekhunets; Honcharenko, 2022}).

Interdisciplinary psychology and pedagogy seminars combine knowledge of psychology, pedagogy, teaching methods. They help to form a comprehensive teachers’ understanding of teaching and upbringing. This approach improves professional knowledge and helps to adapt to the realities of modern education (^{Wang and Sang, 2024}).

The aim of this study is to assess the effectiveness of interdisciplinary psychology and pedagogy seminars to increase professional competence in the training of primary school teachers.

Empirical objectives: (1) identify the level of professional competence of future primary school teachers before and after participation in interdisciplinary seminars; (2) assess changes in the motivational value component of the participants’ professional readiness; (3) analyse the impact of participation in the seminar on the future teachers’ ability to apply integrated pedagogical technologies in the educational process; (4) summarize empirical data taking into account theoretical approaches to competency-based learning; (5) ensure the objectivity of the results by involving an independent expert for an external assessment of the effectiveness of interdisciplinary seminars and carry out long-term observation of the dynamics of changes in the participants’ professional competence.

2 Literature review

The reviewed literature covers a wide range of issues, including: interdisciplinarity in pedagogy, integration of STEM education, development of teacher professional competencies, and innovative teaching methods. One of the key aspects of training future primary school teachers (FPST) is to ensure effective interdisciplinary interaction between psychological and pedagogical subjects. An important element of this process is interdisciplinary psychology and pedagogy seminars that contribute to the development of professional competencies (PC) and integration of knowledge. ^{Tkachuk et al. (2021)} explores the role of modern intelligent information systems in the educational activities of teachers. The author emphasises that technological progress is significantly changing the methodology of teacher training, in particular through the use of digital platforms to organise the learning process. These technologies can be useful in conducting interdisciplinary seminars (IS), as they facilitate interaction between students and teachers of different disciplines, providing access to a wide range of educational materials.

^{Kovalchuk et al. (2023)} analyse the motivational component of the development of pedagogical skills of future teachers of labour education and technology. The researchers emphasise the importance of intrinsic and extrinsic motivation in the learning process, in particular through participation in scientific discussions and seminars. This emphasises the importance of interdisciplinary psychology and pedagogy seminars, which can help to increase the motivation of future teachers by interacting with different approaches to teaching, discussing pedagogical and psychological aspects of working with students, and involving modern technologies in the learning process.

^{Sehnem et al. (2020)}, ^{Santaolalla et al. (2020)} focus on the importance of integrating different subjects to develop sustainable management and learning models. ^{Sehnem et al. (2020)} emphasize the connection between interdisciplinarity and sustainability, while ^{Santaolalla et al. (2020)} emphasize the effectiveness of innovative educational projects. ^{Liu, Watabe and Goto (2022)} add that the integration of sustainable development issues contributes to improving the quality of education. In turn, the study by ^{Chen, Lin and Chang (2020)} emphasize the complexity of developing interdisciplinary programmes because of the need to integrate different pedagogical approaches. ^{Zhumash et al. (2021)} examine the structures, criteria and levels of PC of primary school teachers, particularly in the context of pre-service training. They identify the importance of a detailed assessment of these competencies for future teachers. This view is shared by ^{Kenesbekova et al. (2019)}, who also emphasize the importance of self-learning, as well as organizational and pedagogical conditions for the successful training of future teachers. ^{Yehya (2020)} believes that technology should be integrated into the teaching process to increase efficiency, which is also supported by the study by ^{Harunasari and Halim (2019)} on engaging students through digital platforms. At the same time, ^{Vasiliene-Vasiliauskiene et al. (2020)} draw attention to the difficulties associated with project-based learning, which may not always be compatible with the technological approaches mentioned by Yehya and Harunasari. ^{Radid, Lotfi and Akoul (2020)} focus on the impact of academic performance on students’ perceptions of competence and self-esteem, which has something in common with the ideas about competence assessment and development expressed by ^{Zhumash et al. (2021)}. All authors emphasize the importance of different approaches to the development of professional competencies, but differ in their emphasis on technological aspects and specific teaching methods.

^{Wu et al. (2019)} investigate the use of design thinking in online training of future STEM teachers, emphasizing its importance for the development of creative thinking and solving complex problems. The authors argue that design thinking contributes to the effective integration of interdisciplinary knowledge. In turn, ^{Wang et al. (2020)} emphasize the importance of collaboration between teachers as a key factor for the implementation of STEM integration, emphasizing that joint work facilitates overcoming methodological and organizational barriers. However, ^{Wang et al. (2020)} argues that the results may be limited without effective communication between teachers.

^{Tytler et al. (2023)} propose an innovative pedagogy of representation that combines science and mathematics for primary school students. ^{Falloon et al. (2020)} add that the development of STEM literacy requires a comprehensive framework that covers all levels of education. ^{Feser and Michalik (2023)}, who studied the interdisciplinary competence of future teachers and emphasized the importance of interest and a sense of belonging, their thoughts correlate with the view of ^{Yakavets et al. (2023)}, who explore the teachers’ role in transforming educational practices in Kazakhstan.

They note that successful reforms require the teachers’ active participation in the development of new approaches, although changes often face resistance because of a lack of necessary resources and support. A significant number of studies agree on the importance of implementing innovative approaches to teaching, but interdisciplinarity and the integration of new methodologies require significant resources, which often limits their effectiveness. Studies by ^{Tytler et al. (2023)} and ^{Wu et al. (2019)} offer promising methodologies, but their practical implementation faces challenges such as low teacher training and lack of support from the administration. The literature review demonstrates that effective education requires an interdisciplinary approach, innovative methodologies, and teachers’ active participation in reform processes. At the same time, the successful implementation of these approaches requires systemic support, in particular at the level of curriculum development, teacher training, and resource provision.

3 Methods and materials

4 Results

To determine the motivational value indicator (MCI) in the structure of PC, the Studying Motivation in HEIs Technique was used, the results of which are presented in Table 2.

The survey data showed that the motives associated with mastering the profession of EG students were higher in quantitative terms than those of CG students. The growth dynamics of this indicator in EG was more pronounced, from 17% to 44%, while there was a slight increase in the CG. The motives associated with obtaining a document certifying higher education among the EG students decreased from 50% to 17%. In the CG, the decrease in this formal indicator of PC was only 6%, from 44% to 39%. The testing EG students showed that obtaining the profession of a teacher for them is a personally significant goal in their education. The profession of a teacher is important for them and has prospects in their future career. When answering the questions, they also noted that studying subjects is important for mastering the teacher’s professional skills. The second diagnostic indicator in the MCI structure was aimed at studying the motivation of professional activity using the K. Zamfir’s Motivation for Professional Activity method, which is based on the concept of external and internal motivation. The results of testing are presented in Table 3.

The study revealed the predominance of internal motives for professional activity in the EG, where their level increased from 17% to 44%. They included such motives as “satisfaction with the process”, “self-realization”, and “achievement of respect”. The level increased from 11% to 22% in the CG. A total of 50% of participants in both groups had a medium level of motivation based on external positive factors. The low level of motivation based on negative external motives was 6% in the EG and 28% in the CG. In the EG, the number of participants with negative external motives decreased from 28% to 6%. The final stage of the study concerned the readiness of primary school teachers to use modern educational technologies. For this purpose, a modified questionnaire Readiness for Creative and Innovative Activities Scale was used. The results are presented in Table 4.

The generalization of the survey results shows that the EG there had an increase in the high level of readiness to use modern pedagogical technologies in primary school: from 22% to 50%, while the low level decreased from 45% to 6%. The EG participants highly appreciate the importance of modern teaching methods for increasing the efficiency of the educational process and demonstrate a willingness to overcome difficulties through the use of appropriate technologies, taking into account the level of preparation of students (Figure 1).

Source: Developed by the authors (2025).

Figure 1 The final level of MCI development in the structure of PC of bachelors (%) 

In the CG, the high level increased only from 22% to 28%, and the low level decreased from 50% to 39%. Although the CG students also recognize the importance of modern technologies, they are less confident in their ability to independently overcome difficulties when using them. High (44%) and medium indicators (50%) in the EG indicate a personally significant position in professional activities with the use of modern educational technologies to organize student learning. The data obtained using the method Pedagogical Technologies in the Activities of a Primary School Teacher to determine the CC are shown in Figure 2.

Source: Developed by the authors (2025).

Figure 2 CC Indicators in PC Structure of Bachelors (%) 

The results of the study show that high indicators prevail among the EG and CG students, however, EG students have 11.1% more high indicators, and there are no low indicators. Analytical materials of practice reports generally reflected the level of proficiency of interns in such skills as constructive, organizational, and communicative. A high level of proficiency in pedagogical skills and abilities was revealed during the control stage in 50% of EG students and 30% of CG students (Figure 3).

Source: Developed by the authors (2025).

Figure 3 Level of development of the AC indicators 

In the EG, a positive change in the results is observed (an increase from 22% to 33%), which may indicate the effectiveness of the programme. In the CG, the results remain stable at both stages (20% at the summative and 30% at the control stage). The generalization of data from all procedures of the control stage showed that the dynamics of changes in the level of development of PC indicators of bachelors of psychological and pedagogical education is most clearly traced at a high level of development of indicators in the EG (Figure 4).

Source: Developed by the authors (2025).

Figure 4 General indicators of the level of development of PC of bachelors in Pedagogy 

At the summative stage, 22% of students in the CG and 22% in the EG have a high level of competence, which indicates similar initial data. After the introduction of seminars in the EG, the high level increases to 50% (+28%), and in the CG - by 11%. This indicates a positive impact of seminars on the EG. The medium level in the CG at the summative stage is 44%, and in the EG - 39%. After the seminars in the CG, the average level decreases to 39%, and in the EG - to 45%. In the EG, a positive shift to high indicators is observed. The level of low competence at the initial stage in the CG is 33%, and in the EG - 39%. After the seminars in the CG, the low level decreases to 28%, and in the EG - to 6%. This indicates a significant reduction in low competence in the EG, confirming the effectiveness of IS.

The objectivity of the assessment of the effectiveness of IS was ensured by involving an independent expert in the study - PhD in Pedagogy, Associate Professor of the Department of Pedagogy and Psychology of another higher educational institution, who was not involved in the preparation or conduct of the seminars. His task was to conduct external observation, interview participants, as well as an independent expert assessment of changes in the students’ PC level according to agreed criteria. A long-term assessment of the effect of participation in the seminars was also carried out: a repeat survey was conducted and reports on pedagogical practice were analysed three months after the completion of the seminars. The results of the additional assessment are presented in Table 5.

The obtained results confirm the sustainability of the effect of introducing the seminars. According to the conclusions of an independent expert, the EG participants demonstrated higher confidence, better organization of the educational process, and greater readiness to use integrated technologies. In this way, both internal and external validation of the study was ensured.

5 Discussion

^{Domina, Gutareva and Sedova (2020)} note that interactive cooperation contributes to the formation of professional competencies. In our experiment in the EG, the high level of MCI increased to 44%, which confirms the authors’ conclusions about the significance of interactive methods. However, their study did not take into account the aspect of the CC, which in our case increased by 11.1% more in the EG compared to the CG. ^{Debre et al. (2022)} found that the methodology for developing professional competencies for future teachers of labour training provides a high level of assimilation of pedagogical knowledge. We agree with their conclusions, as our results also demonstrate a significant improvement in the CC in the EG (absence of low indicators). However, their study does not focus on motivational aspects, where we found a significant increase in intrinsic motivation in the EG.

^{Wang et al. (2020)} emphasize the importance of interdisciplinary interaction in STEM education. Our study confirms the effectiveness of such an approach, although it covers a wider range of pedagogical competencies. ^{Jakavonytė-Staškuvienė and Mereckaitė-Kušleikė (2023)} reveal the importance of integrated learning in primary school; the increased readiness for the implementation of modern technologies by up to 50% in EG confirms the relevance of integration, however, our study focuses on teacher training. ^{Fan (2022)} identified key competencies for “maker education”; in our study, student activity in EG increased by 20%, which indicates the effectiveness of the implemented technologies. We also emphasize the importance of the motivational value aspect, which the author did not consider. ^{Chang (2020)} emphasizes the competency approach, which is confirmed by our increased motivation in EG by 28%. ^{Frumkina et al. (2020)} link the integration of subjects with the training level, while our results (50% of the active component in the EG) demonstrate the effectiveness of the interdisciplinary approach, unlike their subject analysis. ^{Humeniuk and Blyznyuk (2022)} emphasize the importance of interdisciplinary coordination in teacher training. In our experiment, the use of IS confirms their findings. However, our study also takes into account the CC, which is missing in their analysis. ^{Santaolalla et al. (2020)} analyses the effectiveness of innovation projects in teacher training. We agree with their findings regarding the importance of innovation, as the high level of the AC increased by 20% in the EG. However, their study does not consider motivational aspects, which are important for our experiment. Similar results were obtained by ^{Lupak et al. (2024)}, emphasizing the role of the individualized approach in increasing teacher motivation. ^{Martini and Hobold (2024)} and ^{Sousa, Colares and Sartori (2025)} also emphasize the importance of adaptive interdisciplinary learning models, which is also confirmed by our data.

6 Conclusions

The result of the IS introduction in the EG is a significant increase in PC: the high level increased from 22% to 50%, while in the CG - only to 33%. The low level in the EG decreased to 6%, which indicates the effectiveness of the proposed format. Comparative analysis confirmed a more dynamic growth in the EG compared to the CG. A comprehensive approach to learning, based on the integration of psychological and pedagogical subjects, contributes to the development of both theoretical knowledge and practical skills. The academic novelty of the study is the first-time introduction of the seminar format, which combines different fields of knowledge. The practical value is proven by a statistically significant increase in indicators, which enables scaling the methodology for other educational levels and areas.