Development of sculptural-spatial thinking of future teachers based on digital technologies

Abstract

The development of sculptural-spatial thinking is recognized as a core competence for students in creative teacher training programs, particularly within art, design, and architecture education. Despite the proven potential of digital technologies such as photogrammetry to strengthen visual–spatial skills, their integration into higher education curricula remains limited. This study aimed to evaluate the current level of student awareness, motivation, and practical engagement with photogrammetry, as well as to explore its pedagogical potential for fostering spatial thinking among future educators. The research involved a sample of 70 students from Dulaty University, Kazakhstan, enrolled in creative disciplines. Data were collected through a structured questionnaire assessing four domains: self-assessment of spatial thinking, familiarity with photogrammetry, frequency of digital tool use, and motivational factors. Descriptive statistics summarized the data, and Pearson correlation analysis examined relationships between key variables. The results indicated a generally high level of motivation to incorporate digital tools into creative work, contrasted with a low reported frequency of photogrammetry use in academic assignments. A strong positive correlation (r = 0.66, p < 0.001) was found between familiarity with photogrammetry and its actual use, while a moderate correlation (r = 0.42, p < 0.01) emerged between digital tool usage frequency and motivation. The relationship between spatial thinking, self-confidence and motivation was weak and statistically non-significant. Respondents cited limited access to specialized software and the absence of structured instruction as primary obstacles to adoption. The findings suggest that photogrammetry holds considerable promise as a tool for enhancing spatial competencies in teacher education. However, effective implementation requires deliberate curricular integration, targeted instructor training, and provision of adequate technological resources. Addressing these factors could help bridge the gap between students’ motivational readiness and their ability to apply digital tools effectively in educational and creative contexts.