This paper presents an innovative curriculum proposal for designing online pedagogy courses in teacher education programs, developed in response to the growing demand for digitally competent and reflective teachers. The main aim of the study is to design a model that connects evidence-based didactic principles with the development of digital competences, as structured by the European DigCompEdu framework, and to demonstrate how such a model can be applied in university pedagogy courses. The methodology combines a review of relevant theoretical concepts in didactics and digital education with empirical evidence drawn from a quantitative survey of Master’s level pre-service teachers in Central Europe (N = 120). The survey investigated how students perceived the structure, interactivity, feedback, and reflective potential of online pedagogy courses. Descriptive and inferential statistical analyses (including chi-square tests, correlations, and factor analysis) identified key factors influencing motivation, self-regulated learning, and perceived professional relevance. These findings informed the design of the curriculum model. The results show that students valued courses that provided a clear structure, accessible digital resources, and interactive learning opportunities, while also emphasizing the importance of formative feedback and reflection tasks for professional identity development. Based on these findings, the proposed model integrates four core didactic elements: structured sequencing of content, incorporation of interactive digital tools (e.g., H5P, Genially), formative assessment and feedback loops, and reflective assignments linked to learning outcomes. A prototype e-learning module is outlined to illustrate the practical application of the model. This module supports student engagement, promotes reflective practice, and fosters self-assessment, while being adaptable to different institutional and national contexts. The paper concludes that aligning pedagogy course design with both DigCompEdu and evidence-based teaching principles enhances the quality of teacher education in digital, distance, and hybrid formats. It provides concrete recommendations for university educators, course designers, and policy makers seeking to innovate in teacher training curricula. The contribution lies in bridging theory, empirical evidence, and curriculum design into a coherent framework that prepares future teachers for professional practice in digitally enriched learning environments.

Keywords: Pedagogy instruction, curriculum design, distance education, DigCompEdu, teacher training, reflective learning, digital didactics, educational innovation, e-learning module, pedagogical disciplines.