The development of digital skills in primary school pupils through the project-based activities of university students
Ixatova B. Amirova A. Zhanadilova K. Aliaskarova S. Abutalip B. Shonova B.
2026Frontiers Media SA
Frontiers in Education
2026#11
Introduction: Developing pupils’ digital competence is a core goal of primary education, yet many schools lack scalable approaches that combine authentic tasks with consistent scaffolding. This study tested whether student-facilitated, scaffolded project-based learning (PBL) improves pupils’ DigComp-aligned digital competence compared with standard instruction. Methods: A quasi-experimental, non-equivalent control group pretest–posttest design was conducted in one mainstream public primary school in Kazakhstan with Grades 2–4 pupils (N = 124; experimental n = 62; control n = 62). The intervention comprised six scaffolded PBL modules delivered over one academic term (16 weeks) and supported by 24 trained teacher-education undergraduates acting as classroom facilitators under teacher and researcher supervision. Outcomes included a DigComp 2.1-informed performance diagnostic across four domains (information literacy; communication/collaboration; content creation; digital safety), a 5-point pupil self-assessment of digital confidence, and structured observations (Kendall’s W = 0.84). Between-group differences were tested using independent-samples t-tests (Welch’s t where appropriate) and reported with Cohen’s d. Results: Groups were comparable at pretest on the overall index (2.47 ± 0.52 vs. 2.49 ± 0.55; p = 0.857). At posttest, the experimental group outperformed the control group on overall digital competence (3.85 ± 0.44 vs. 3.08 ± 0.51; t = 7.11; p < 0.001; d = 1.10) and across domains (d = 0.52–1.34). Digital confidence increased more strongly in the experimental group (Δ = 1.42 vs. 0.54; t = 6.95; p < 0.001; d = 1.25). Discussion: Student-facilitated, scaffolded PBL was associated with meaningful gains in primary pupils’ digital competence and confidence over one term. The findings suggest a feasible university–school partnership model for supporting early-grade digital skills development, although evidence is currently limited to a single-school context. Copyright
DigComp 2.1 , digital competence , Kazakhstan , primary school pupils , project-based learning , quasi-experimental design , university student facilitators
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Pedagogy and Methods of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Pedagogy and Methods of Primary Education, Sh. Ualikhanov Kokshetau University, Kokshetau, Kazakhstan
Pedagogy and Methods of Primary Education
Pedagogy and Methods of Primary Education
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