THE USE OF BUSINESS GAMES IN TEACHING INFORMATION DISCIPLINES BY PROSPECTIVE COMPUTER SCIENCE TEACHERS

Abstract

The article examines the potential of business games and simulation-based learning for teaching information disciplines to prospective computer science teachers. Based on a review of international studies, it justifies integrating simulations into the logic of the software development life cycle (SDLC), which makes the stages of requirements, design, testing, and documentation visible and objectively assessable via artifacts. The paper discusses the instructor-as-moderator role, acceptance factors (Technology Acceptance Model), difficulty calibration, and a “low‑tech core” deployment strategy. The Kazakhstani context is emphasized and directions for empirical verification are outlined