<![CDATA[The rapid digitalization of educational ecosystems has fundamentally transformed the professional profile of primary school teachers. This study aims to develop, implement, and empirically validate a comprehensive pedagogical model for forming information work competence in pre-service primary education teachers within higher education contexts. A sequential explanatory mixed-methods design was employed over two academic years (2024–2026). The study involved 240 pre-service teachers randomly assigned to experimental (n=120) and control (n=120) groups. A validated Information Competence Assessment Tool (ICAT) was administered, complemented by semi-structured interviews, reflective journals, and classroom observation protocols. The instrument validation process, implementation fidelity metrics, and mixed-methods triangulation provide a replicable framework for Central Asian and similar educational contexts. The experimental group participated in a structured 96-hour integrative intervention spanning six pedagogical modules. Quantitative data were analyzed using ANCOVA, paired/independent t-tests, and effect size calculations. Qualitative data underwent thematic analysis with inter-coder reliability verification. The experimental group demonstrated statistically significant gains across all competence dimensions (p<0.001), with a mean post-test score of 85.4 (SD=6.8) compared to 61.8 (SD=7.2) in the control group (η²=0.58, large effect). Pedagogical integration and critical evaluation showed the highest improvement trajectories. Qualitative analysis revealed four dominant themes: increased pedagogical confidence, development of critical information literacy, enhanced collaborative digital practices, and ethical awareness. The proportion of participants achieving high competence levels rose from 13.3% to 53.3% in the experimental group. This study contributes a contextually adapted, empirically validated model that bridges the persistent gap between technical digital skills and pedagogical application in primary teacher education.]]>
