Instructional Design in PreService Teacher Education: A Qualitative Study of Simulated Projects Based on the eTwinning Framework

Abstract

In the context of Initial Teacher Education (ITE), the ability to design collaborative and digitally integrated learning activities is recognized as a key professional competence. This study examines instructional design simulations developed by 225 first year students enrolled in a Primary Education degree program, within a teaching technologies laboratory conducted during the 2024/2025 academic year. As a final task, students were required to design a project inspired by the eTwinning model, using a structured planning template and evaluated through a rubric aligned with the five criteria of the National Quality Label. The study has a dual aim: first, to document the laboratory experience and its educational value in developing collaborative design competencies; and second, to assess the quality of the student designed projects across five core dimensions—collaboration, technological integration, pedagogical approach, curricular alignment, and assessment design. Adopting a mixed methods approach, the analysis highlights promising outcomes, including a strong command of digital tools and a clear preference for student centered, active learning methodologies. Nonetheless, some challenges persist, particularly in the areas of structuring meaningful collaboration between partner schools and designing effective assessment strategies.