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THE DEVELOPMENT OF THE ACMEOLOGICAL POSITION
OF FUTURE PRIMARY SCHOOL TEACHERS IN A DIGITAL
EDUCATIONAL ENVIRONMENT
D.D. A alo a
Doc o al Candida e a Gulis an S a e Uni e si y
h ps://doi.o g/10.5281/zenodo.17540305
Abs ac . This a icle analyzes he issue o de eloping he acmeological posi ion o u u e
p ima y school eache s in a digi al educa ional en i onmen as a scien i ic and pedagogical
p oblem. The s udy heo e ically elucida es he essence o he acmeological app oach, i s ole in
he pedagogical sys em, and i s in luence on he p o essional and c ea i e de elopmen o s uden s
in he con ex o digi al ans o ma ion. The a icle also p o ides a scien i ic analysis o ac o s
such as he o ma ion o u u e eache s’ digi al compe encies, sel -awa eness, he de elopmen o
e lec i e ac i i y, and he a ainmen o p o essional ma u i y. The esea ch esul s make i
possible o iden i y e ec i e mechanisms o de eloping an acmeological posi ion in a digi al
educa ional en i onmen and o design pedagogical condi ions ha ensu e pe sonal and
p o essional g ow h du ing he p ocess o pedagogical p ac ice.
Keywo ds: acmeology, digi al educa ion, acmeological posi ion, acmeological knowledge,
mo i a ional- alue, cogni i e, communica i e, emo ional- oli ional, e lec i e, o ganiza ional-
ac i i y componen s, impulsi e le el, o mal le el, op imal le el, a e age indica o , e iciency,
p o essional aining, and o he s.
In oduc ion.
In educa ional and scien i ic esea ch ins i u ions a ound he wo ld, he ans o ma ion o
he educa ion sec o and he p epa a ion o compe i i e specialis s o socie y equi e expanding
mode n echnological knowledge, de eloping dis ance educa ion based on digi al echnologies,
i ual labo a o ies, and mobile echnologies, as well as imp o ing open educa ional esou ces and
“blended lea ning” echnologies. On an in e na ional scale, he de elopmen o science and
echnology, ad anced indus ial p ac ices, and he apid in eg a ion o changes occu ing in socie y
and na u e demand he imp o emen o mechanisms o de eloping he acmeological posi ion o
u u e p ima y school eache s wi hin he digi al educa ional en i onmen . In his con ex ,
implemen ing in ensi e aining, ensu ing he in eg a ion o pedagogical and acmeological asks
in educa ion, and de eloping acmeological o ien a ion me hods in p o essional aining ac i i ies
a e o g ea impo ance. Such an app oach o imp o ing he educa ional en i onmen based on
acmeological knowledge necessi a es special a en ion o scien i ic esea ch ocused on o ming
he acme-pe sonali y o a specialis and enhancing hei p o essional eadiness.
The expe ience o de eloped coun ies shows ha he success o any ad anced na ion is
closely linked o he abili y o educa o s o ele a e hei c ea i e ac i i ies o he highes “peaks.”
One o he mos impo an sciences ha ans o ms he na u e o eache s and in luences he
o ma ion o hei pe sonali y is pedagogical acmeology. I has been de e mined ha one o he
mos powe ul ac o s a ec ing he o ma ion o an indi idual’s pe sonali y is he p ocess h ough
which he expe iences accumula ed by a pe son a e ansmi ed o child en h ough educa ion. I
is well known ha he human pe sonali y is a complex psychological phenomenon ha g adually
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de elops unde he in luence o speci ic ac o s h oughou an indi idual’s li e. In his p ocess,
acmeology se es as a specialized science ha s udies human de elopmen and he p ocess o
achie ing excellence.
As acmeology s udies social phenomena wi hin socie y, i explo es how indi iduals, ac oss
di e en pe iods and ci cums ances, s i e o c ea e a s able li e, o e come exis ing di icul ies,
exp ess hemsel es h ough c ea i i y, and pu sue and a ain goodness. In his sense, acmeology
is a science ha e eals he in e nal mechanisms o such ac i i ies and e lec s he complex and
challenging pa h o human choice aimed a achie ing pe sonal goals and sel - ul illmen .
The pu pose o he s udy: o de elop scien i ic and me hodological ecommenda ions o
he de elopmen o he acmeological posi ion o u u e p ima y school eache s in a digi al
educa ional en i onmen .
The objec i es o he s udy:
To de e mine he s uc u e and con en o he de elopmen o he acmeological posi ion o
u u e p ima y school eache s in a digi al educa ional en i onmen ;
To speci y he ools, o ms, me hods, and oppo uni ies o de eloping he acmeological
posi ion o u u e p ima y school eache s in a digi al educa ional en i onmen ;
To design a model o he de elopmen o he acmeological posi ion o u u e p ima y
school eache s in a digi al educa ional en i onmen ;
To iden i y he indica o s and e alua e he e ec i eness o de eloping he acmeological
posi ion o u u e p ima y school eache s in a digi al educa ional en i onmen .
Resea ch me hods:
In he cou se o he s udy, he ollowing me hods we e used: compa a i e s udy and c i ical
analysis o scien i ic sou ces ela ed o he p oblem, didac ic ma e ials, s a e educa ional s anda ds,
cu icula and syllabi, educa ional and no ma i e documen s, ex books, and ins uc ional-
me hodological li e a u e; in e iews, obse a ions, su eys, and es ing; pedagogical
expe imen a ion; psychological-acmeological diagnos ics; and ma hema ical-s a is ical analysis o
he esea ch esul s.
Resea ch objec :
The objec o he s udy is he p ocess o de eloping he acmeological posi ion o u u e
p ima y school eache s in a digi al educa ional en i onmen . A o al o 492 s uden s specializing
in p ima y educa ion om Tashken S a e Pedagogical Uni e si y, Gulis an S a e Uni e si y, and
Bukha a S a e Pedagogical Ins i u e we e selec ed o pa icipa ion in he esea ch. The subjec o
he esea ch is de ined as he p ocess o de eloping he acmeological posi ion o u u e p ima y
school eache s in a digi al educa ional en i onmen . A o al o 492 s uden s om Tashken S a e
Pedagogical Uni e si y, Gulis an S a e Uni e si y, and Bukha a S a e Pedagogical Ins i u e
pa icipa ed in he s udy.
The p ocess o expe imen al wo k on de eloping he acmeological posi ion o u u e
p ima y school eache s in a digi al educa ional en i onmen was ca ied ou in se e al s ages,
each o which held pa icula signi icance. The diagnos ic s age laid he ounda ion o he
expe imen al s udy. Du ing his phase, he essence o he ac i i ies implemen ed in highe
educa ion ins i u ions and hei legal and egula o y amewo ks we e ho oughly examined. In
addi ion, pedagogical me hods aimed a de eloping social ela ions among s uden s we e designed,
and ways o enhance he e ec i eness o his p ocess we e conside ed. In o ganizing he
expe imen al wo k, i was essen ial o de e mine he le el o de elopmen o he componen s ha
e lec he con en o he acmeological posi ion. Fo his pu pose, we used ques ionnai es, es s,
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and psychological-pedagogical me hods o iden i y he s a e o de elopmen o such componen s
as mo i a ional- alue, cogni i e, communica i e, emo ional- oli ional, e lec i e, and
o ganiza ional-ac i i y elemen s.
In o de o de e mine he le el o acmeological posi ion in he expe imen al g oups,
in e iews we e o ganized o assess he le el o acmeological knowledge and skills o u u e
eache s. The in e iews we e conduc ed based on obse a ions o s uden s’ ac i i ies. These
in e iews we e ca ied ou in an analy ical and explo a o y manne wi h he s uden s, and
pa icula a en ion was paid o he ollowing condi ions when designing he ques ion-and-answe
p ocess:
1. he ques ions should be based on in o ma ion ha he pa icipa ing s uden s a e amilia
wi h;
2. he ques ions should no equi e answe s limi ed o mechanical ep oduc ion o p e iously
lea ned ma e ial;
3. a en ion should be paid o ensu ing he logical in e connec ion be ween he con en s o he
ques ions.
Thus, he analysis and esea ch conduc ed du ing he diagnos ic s age p o ided he ini ial
da a necessa y o ho oughly planning and e ec i ely implemen ing he subsequen s ages. This
phase de e mined he di ec ions o de eloping he acmeological posi ion o u u e p ima y school
eache s and iden i ied he pedagogical ac ions equi ed in his p ocess, he eby c ea ing a solid
ounda ion o he ollowing s ages o he expe imen al wo k.
In analyzing he p oblem o de eloping he acmeological posi ion o u u e p ima y school
eache s in a digi al educa ional en i onmen , six s uc u ally meaning ul componen s o
con lic ological compe ence we e iden i ied. These componen s include: mo i a ional- alue
componen , cogni i e componen , communica i e componen , emo ional- oli ional componen ,
e lec i e componen , and o ganiza ional-ac i i y componen .
In o de o de e mine he le el o de elopmen o he acmeological posi ion o u u e
p ima y school eache s in a digi al educa ional en i onmen , i was concluded ha i is i s
necessa y o iden i y he c i e ia and le els o his de elopmen . I was explained ha when
de ining hese le els, i is impo an o ake in o accoun he mo i a ional- alue, cogni i e,
communica i e, emo ional- oli ional, e lec i e, and o ganiza ional-ac i i y c i e ia and
indica o s.
To assess he ex en o which he s uc u al componen s ep esen ing he con en o he
acmeological posi ion a e de eloped, a sys em o compe ence-based componen s was de eloped,
including he mo i a ional- alue, cogni i e, communica i e, emo ional- oli ional, e lec i e, and
o ganiza ional-ac i i y c i e ia. Based on hese, h ee le els o acmeological posi ion de elopmen
we e iden i ied: impulsi e (low), o mal (medium), and op imal (high).
Table 1
Indica o s Re lec ing he Cu en S a e o he Acmeological Posi ion o Fu u e P ima y
School Teache s in a Digi al Educa ional En i onmen
HEIs
GULDU
BUXPI
TDPU
o e all
Numbe o
S uden s
Expe imen al
g oup
60
86
106
252
Con ol g oup
56
82
102
240
In numbe s
9
13
21
43
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Expe imen al
g oups
Op imal
(high)
In pe cen
15%
15.11%
19.81%
17.06%
Fo mal
(medium)
In numbe s
26
37
43
96
In pe cen
43.33%
43.02%
40.56%
38.09
Impulsi e
(low)
In numbe s
25
36
42
103
In pe cen
41.66%
48.83%
39.62%
40.87%
Con ol
g oups
Op imal
(high)
In numbe s
8
11
15
34
In pe cen
14.28%
13.41%
14.70%
14.16%
Fo mal
(medium)
In numbe s
23
34
43
100
In pe cen
41.07
41.46%
42.15%
41.66%
Impulsi e
(low)
In numbe s
25
37
44
106
In pe cen
44.64%
45.12%
43.13%
44.16%
Resul s.
In he expe imen al g oups, based on he es ablished pedagogical condi ions (in ensi e
in luence on he p ocess o de eloping he acmeological posi ion h ough e lexi e-pedagogical
me hods; o ma ion o acmeological knowledge among u u e p ima y school eache s;
in oduc ion o an acmeological e minology glossa y; mas e y o mode a ion and e ec i e
communica ion echniques), he p ocess o de eloping he acmeological posi ion o u u e p ima y
school eache s was ca ied ou using e lexi e-pedagogical me hods.
Table 2
Final Resul s on he De elopmen o he Acmeological Posi ion o Fu u e P ima y School
Teache s in a Digi al Educa ional En i onmen
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Figu e 1
A e age academic pe o mance indica o s o he expe imen al and con ol g oups in
de eloping he acmeological posi ion o u u e p ima y school eache s in a digi al lea ning
Figu e 2
E ec i eness indica o s o he expe imen al and con ol g oups in a digi al educa ional
en i onmen
F om he esul s, i can be obse ed ha he ou comes o he selec ed expe imen al g oups
di e om hose o he con ol g oups a he end o he expe imen . The a e age academic
pe o mance indica o s demons a e ha he e lexi e-pedagogical me hods applied in he p ocess
o de eloping he acmeological posi ion o u u e p ima y school eache s, as well as he
e ec i eness o he s uc u al- unc ional model and pedagogical condi ions o os e ing he
acmeological posi ion, a e signi ican ly highe in he expe imen al g oups. Speci ically, he
e ec i eness indica o s inc eased by 1.15 imes acco ding o he mo i a ional- alue c i e ion, by
1.14 imes acco ding o he cogni i e c i e ion, by 1.14 imes acco ding o he communica i e
c i e ion, by 1.13 imes acco ding o he emo ional- oli ional c i e ion, by 1.13 imes acco ding o
he e lexi e c i e ion, and by 1.14 imes acco ding o he o ganiza ional-ac i i y c i e ion.
The ac ha he con idence in e als do no o e lap, along wi h he indica o o eaching
e ec i eness being g ea e han one and he indica o o lea ne s’ cogni i e de elopmen being
3.91
3.41
3.92
3.44
3.93
3.44
3.93
3.47
3.92
3.47
3.91
3.43
3.10
3.20
3.30
3.40
3.50
3.60
3.70
3.80
3.90
4.00
TS NS TS NS TS NS TS NS TS NS TS NS
Mo i a sion
-qad iya li
Kogni i Kommunika i Emo sional-i oda iyEmo sional-i oda iyRe leksi Tashkiliy- aoliya li
o‘ acha qiyma
1.15
1.14 1.14
1.13 1.13
1.14
1.12
1.13
1.13
1.14
1.14
1.15
1.15
sama ado lik
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g ea e han ze o, p o ides s a is ical e idence — h ough ma hema ical me hods — con i ming
he eliabili y and accu acy o he conduc ed esea ch.
Discussion.
The s uc u e o de eloping he acmeological posi ion o u u e p ima y school eache s
is de e mined based on he s abili y o he in e ac ion le el and he dynamics o eedback among
he mo i a ional- alue, cogni i e, communica i e, emo ional- oli ional, e lec i e, and
o ganiza ional-ac i i y componen s. The po en ial o pedagogical-psychological sciences in
de eloping he acmeological posi ion o u u e p ima y school eache s is explained on he basis
o in e nal in eg a ion among educa ional modules.
The model o de eloping he acmeological posi ion o u u e p ima y school eache s was
imp o ed by aking in o accoun he di ec in e ela ion o such p inciples as in eg i y, con inui y,
consciousness and ac i i y, di e en ia ion and indi iduali y, he uni y o heo y and p ac ice, and
e lec i e managemen , along wi h p ac ically o ien ed unc ions, including ini ia i e-based,
cogni i e-awa eness, egula o y, communica i e, p ognos ic, and manage ial unc ions. Th ough
he use o e lec i e me hods, he e ec i eness o pedagogical app oaches aimed a in ensi ely
in luencing he p ocess o de eloping he acmeological posi ion—by means o e lexi e-
pedagogical echniques and o ming acmeological knowledge in u u e p ima y school eache s—
was de e mined.
The ela ionship be ween he le els o de elopmen o he acmeological posi ion in u u e
p ima y school eache s and hei beha io al s a egies was iden i ied. A he impulsi e le el o
acmeological de elopmen , u u e p ima y school eache s end o choose beha io al s a egies
based on hei emo ional s a e. A he o mal le el o de elopmen , hey a emp o use se e al
beha io al s a egies, p ima ily elying on compe i i eness and a oidance. A he op imal le el o
acmeological de elopmen , howe e , u u e p ima y school eache s a e capable o lexibly
applying all beha io al s a egies — compe i i eness, coope a ion, comp omise, a oidance, and
adap a ion — depending on he si ua ion.
Conclusion. Based on he esul s o he esea ch, he e ec i eness o he imp o ed
unc ional-s uc u al model o de eloping he acmeological posi ion o u u e eache s h ough
e lec i e me hods — consis ing o mo i a ional- alue, con en , ac i i y, and esul -e alua ion
blocks — as well as he e ec i eness o he p oposed pedagogical condi ions, was con i med.
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