2026-10-12T20:23:31Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33970942 2026-09-23T05:44:30Z category_129 portal_316 item_type_3 month_year_09_2026

Table 1_Developing pre-service technology teachers' garment-design competencies through an integrative “design technology, case study, easy design” methodology: a multi-site quasi-experimental study from Uzbekistan.docx Aziza Sodikova (25094329) Latofat Bobomurodova (25094332) Education case study method competency-based education easy design garment/clothing design project-based learning quasi-professional activity technology teacher education Uzbekistan <p>Competency-based reform of technology teacher education requires methods that translate design knowledge into professional capability, yet controlled classroom evidence from Central Asia remains scarce. Pre-service technology teachers frequently master the theory but cannot organise the full design-to-production cycle of garments, a core task in Uzbek technology teacher education. We evaluated an integrative methodology that combines three technologies as one interdependent system: “Designtechnology” (project technology), “Case study” (problem-based tasks) and “Easy design” (a simplified method using conventional measurements and elementary calculation). The three were embedded in quasi-professional activity and organised around six special competencies. Using a multi-site, quasi-experimental design with non-equivalent control groups and pre- and post-testing, we delivered it to 377 undergraduates at three institutions across three cohorts (2019–2022). Competencies were scored on a five-point scale and classified into four proficiency levels. Experimental-group means increased from 3.41–3.51 to 3.86–4.33, whereas control-group means changed little (3.17–3.47 to 3.46–3.91); efficiency coefficients reached 1.14–1.18 against 1.05–1.11. Student's t-test confirmed significant gains in every experimental group (T = 1.99–3.31) and in none of the controls (T = 0.68–1.93), and the effect held across all sites and cohorts. The share of students at the two highest proficiency levels rose from 12.6% to 36.3%, against 9.7% to 19.3% in the controls. Integrating these technologies within quasi-professional activity was associated with measurable, reproducible competency gains and offers a practical, low-resource model for competency-based teacher education.</p> 2026-09-23T05:44:30Z Dataset Dataset 10.3389/feduc.2026.1950966.s001 https://figshare.com/articles/dataset/Table_1_Developing_pre-service_technology_teachers_garment-design_competencies_through_an_integrative_design_technology_case_study_easy_design_methodology_a_multi-site_quasi-experimental_study_from_Uzbekistan_docx/33970942 CC BY 4.0