Pedagogical conditions for integrating the fundamentals of 3D printing into the training of secondary school teachers

Abstract

The article provides a theoretical substantiation and systematisation of the pedagogical conditions for integrating the fundamentals of 3D printing into the professional training of future secondary school teachers and specifies practical ways of implementing these conditions in the content and organisation of educational components, using the case of Izmail State University of Humanities. The study clarifies the meaning of key concepts related to the integration of 3D printing into teacher education. The generalisation of contemporary scholarly approaches made it possible to identify competence-oriented, practice-oriented, project-based and maker-oriented, integrative, and organisational-resource approaches to preparing teachers for the implementation of 3D printing in the educational process. On this basis, four interrelated pedagogical conditions were substantiated: organisational readiness and 3D printing support services; a culture of safe work and responsibility; alignment of technological, subject-related, and methodological components of training; and interdisciplinary coordination and partnerships through joint modules and projects. For each condition, its essence, implementation mechanisms, and examples of implementation within elective educational components are outlined. It is concluded that the combination of these pedagogical conditions ensures the comprehensive development of engineering and technological competencies of future secondary school teachers. As a result, prospective teachers acquire readiness for the safe, methodologically sound, instructionally justified, and practically appropriate use of 3D printing in the educational process. The scientific novelty lies in the systematisation of approaches to preparing future teachers for the integration of 3D printing and in the substantiation of a complex of interrelated pedagogical conditions for such training. The practical significance lies in the possibility of applying the proposed conditions and implementation mechanisms in the development of educational components and instructional support for teacher training.

Keywords: 3D printing; 3D modeling; professional teacher training; future secondary school teachers; digitalisation in education; STEM education; educational projects; engineering and technological competencies.