IJIET 2026 Vol.16(6): 1505-1517
doi: 10.18178/ijiet.2026.16.6.2616
doi: 10.18178/ijiet.2026.16.6.2616
Integrative Technology-Assisted Learning for Future Biology Teachers: Enhancing Theoretical Knowledge, Practical Competence, and Professional Readiness through Virtual Laboratories and Augmented Reality
Abylaikhan Azimbay1,2, Gani Issayev1,*, Saltanat Ibadullaeva3, Nurdana Salybekova1,
Bauyrzhan Umirov1, Toleu Karimzhan1, and
Indira Aimbetova1
1. Department of Biology, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
2. Department of Chemistry and Biology, Peoples’ Friendship University named after Academician A.Kuatbekov, Shymkent, Kazakhstan
3. Department of Biology, Kyzylorda University named after Korkyt Ata, Kyzylorda, Kazakhstan
Email: abyl_azimbay@outlook.com (A.A.); issayevgani@mailo.com (G.I.); saltibadullaeva@outlook.com (S.I.); nurdsalybekova@outlook.com (N.S.); bauyr-umirov@outlook.com (B.U.); toleu_karimzhan@outlook.com (T.K.); indiraimbetova@outlook.com (I.A.)
*Corresponding author
2. Department of Chemistry and Biology, Peoples’ Friendship University named after Academician A.Kuatbekov, Shymkent, Kazakhstan
3. Department of Biology, Kyzylorda University named after Korkyt Ata, Kyzylorda, Kazakhstan
Email: abyl_azimbay@outlook.com (A.A.); issayevgani@mailo.com (G.I.); saltibadullaeva@outlook.com (S.I.); nurdsalybekova@outlook.com (N.S.); bauyr-umirov@outlook.com (B.U.); toleu_karimzhan@outlook.com (T.K.); indiraimbetova@outlook.com (I.A.)
*Corresponding author
Manuscript received July 23, 2025; revised September 22, 2025; accepted December 17, 2025; published June 11, 2026
Abstract—This study evaluates the effectiveness of a technology-assisted integrative learning model for pre-service biology teachers. The model combines traditional pedagogy with virtual laboratories, Augmented Reality (AR), and project-based assignments to enhance theoretical knowledge, practical skills, and professional competence. The present study was conducted at three regional universities in Kazakhstan that offer teacher education programmes. The experimental group was instructed in accordance with an integrated curriculum, while the control group received conventional instruction devoid of the utilisation of digital tools. The assessment of student performance was conducted through a variety of methods, including tests, practical assignments, and project assessments. The findings indicate that the experimental group attained a 23% increase in test scores and a 31% enhancement in project quality in comparison with the control group. Furthermore, students reported elevated levels of satisfaction and perceived usefulness of digital technologies, indicating heightened motivation and readiness to teach in a digital environment. The findings of this study lend support to the necessity of incorporating proven digital platforms, structured project activities, and integrated virtual and physical laboratories into teacher education programmes. The study demonstrates the value of technology-assisted integrative learning for developing professional competencies and aligning teacher training with contemporary educational demands.
Keywords—augmented reality, virtual laboratories, integrative learning, teacher education, biotechnology, professional competence
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—augmented reality, virtual laboratories, integrative learning, teacher education, biotechnology, professional competence
Cite: Abylaikhan Azimbay, Gani Issayev, Saltanat Ibadullaeva, Nurdana Salybekova, Bauyrzhan Umirov, Toleu Karimzhan, and Indira Aimbetova, "Integrative Technology-Assisted Learning for Future Biology Teachers: Enhancing Theoretical Knowledge, Practical Competence, and Professional Readiness through Virtual Laboratories and Augmented Reality," International Journal of Information and Education Technology, vol. 16, no. 6, pp. 1505-1517, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).