This full research paper presents the results of a quantitative study investigating how student teachers evaluate the didactic quality, structure, interactivity, and professional relevance of online pedagogy courses in teacher education. The study was conducted at selected teacher education institutions in Central Europe and involved a survey of Master’s level pre-service students who had completed online courses in pedagogical disciplines during and after the COVID-19 pandemic. The primary aim of the study is to identify which course characteristics, such as clarity of structure, use of digital tools, opportunities for interaction, and feedback, most strongly influence students’ motivation, self-regulated learning, and perceived contribution to their future teaching competence. In addition, the study examines how these perceptions differ according to study program, previous experience with online learning, and level of digital competence. A structured online questionnaire (N = 120) was used to collect data, covering variables such as course design, accessibility of materials, type and frequency of digital tools used (e.g., LMS platforms, H5P, Genially), quality of feedback, opportunities for reflection, and level of student engagement. Descriptive statistics were first applied to map overall trends. Inferential tests, including chi-square analysis, independent-sample t-tests, correlation analysis, and exploratory factor analysis, were then used to examine the relationships between variables and to identify significant factors predicting satisfaction and perceived professional benefit. The results indicate that a well-structured course with clear learning objectives and accessible materials enhances students’ confidence and motivation. Interactive tools and opportunities for peer and teacher communication are strongly associated with higher engagement. Formative feedback and tasks encouraging reflection were found to be key predictors of students’ perception of professional relevance. Interestingly, students with higher initial digital competence reported more positive experiences overall, but even less digitally confident students benefited from structured feedback and reflective activities. The paper concludes that online pedagogy courses can play a crucial role in developing professional competences of future teachers when designed with an emphasis on clarity, interaction, and reflection. Recommendations are provided for university educators, program coordinators, and curriculum designers to strengthen online components of teacher training. The contribution of this study lies in offering evidence-based insights that connect digital learning design with professional identity formation, thus bridging theory and practice in teacher education.

Keywords: Student teachers, online pedagogy courses, distance education, teaching competence, quantitative research, feedback, digital learning environments, professional development, educational survey.