ПРИМЕНЕНИЕ ЦИФРОВЫХ ТЕХНОЛОГИЙ ДЛЯ ПОВЫШЕНИЯ УЧЕБНОЙ МОТИВАЦИИ И ВОВЛЕЧЕННОСТИ УЧАЩИХСЯ

The article examines the urgent problem of integrating digital technologies into the educational process, which is becoming increasingly important in the modern information society. It is proved that digitalization has become an integral part of the lives of not only adults but also children, which is especially evident during global crises such as the COVID-19 pandemic and military conflicts. The main emphasis is placed on the potential of digital technologies to improve the quality of educational work, in particular, to increase students' motivation, develop their critical thinking, creativity and independence in learning. Particular attention is paid to the use of VR (virtual reality) and AR (augmented reality), which allow for the creation of interactive and individualized learning environments. These technologies open up new opportunities for engaging and effective learning, allowing students to immerse themselves in the educational process. However, the author also emphasizes the numerous challenges that accompany the process of digitalization of education, among which the issues of ensuring equal access to digital resources and ensuring information security are important. The article highlights the problems of ensuring a balance between digital tools and traditional methods of education that is critical for the effective development of children. In addition, the article discusses the issue of cybersecurity, which is becoming increasingly relevant in the context of the widespread use of digital technologies. The risks of cyberbullying and other online threats require the development of clear protection policies that ensure the safety of children on the Internet, as well as the training of teachers and students in the rules of safe behavior in the digital environment. In general, the article emphasizes the importance of integrating digital technologies into the educational process as a prerequisite for preparing children for life in a high-tech society. At the same time, the authors note that successful digitalization of education is possible only if the problems of equal access to technology, information security, and raising the level of digital literacy among teachers and educators are addressed. In the future, further research should be aimed at studying the impact of digital technologies on children's cognitive, emotional, and social development, as well as at developing new digital education tools that take into account safety and ethics.

Purpose: Ubiquitous education technology refers to the group of technologies used for the integration of various aspects of higher education and research aiming to create an environment that supports seamless learning, collaboration, and innovation. This approach uses a range of digital tools, platforms, and resources, to enhance teaching and learning, and facilitate research activities to empower students and researchers. Ubiquitous education technology makes online education superior in terms of accessibility, collaboration and communication, personalization and adaptability, and effective research support through providing digital libraries, online databases, and research management tools to enable efficient literature reviews, data analysis, collaboration among researchers, and dissemination of research findings. The benefits of ubiquitous education technology include Enhanced Learning Outcomes, Flexibility and Convenience, Global Collaboration and Networking, and improved Research Efficiency and Innovation. Various challenges like the digital divide, Technical Support and Training, and Data Security and Privacy issues are yet to be addressed. Methodology: The paper uses the exploratory research method in which the relevant information are collected from various sources are analysed, compared, evaluated, and interpreted for the creation of new knowledge. Predictive analysis framework is used for studying the future impact of various education technologies on ubiquitous higher education and Research guiding. Results: In this paper, the various possibilities of the transformation of higher education and research into ubiquitous by embracing digital tools and resources are discussed. It also includes how institutions can create dynamic learning environments that facilitate research collaborations and prepare students for the demands of the digital age. Originality/Value: Based on evaluating the abilities & features of emerging ubiquitous educational technologies, the transformation of the future higher education industry is predicted and forecasted. Type of Paper: Exploratory Research Paper.

In today’s rapidly developing digital age, the impact and scope of the modern information environment are expanding at an unprecedented rate, penetrating not only everyday life, but also deeply reshaping the spheres of science, education, and pedagogy. This dynamic information sphere has a significant impact on various aspects of the educational process, in particular, on the educational experience of students and on the professional development and self-improvement of teachers. As a result, it is extremely important for educators to have a well-developed awareness and understanding of this information environment and to apply it effectively and purposefully in their professional activities. A key component of this is the informed and deliberate choice of information technologies and digital tools that are suitable for teachers’ continuing professional development and self-directed learning. The integration of various media and digital resources into the teaching and learning process requires that educators not only be familiar with these tools, but also confidently master them in practice. Teachers need to be able to meaningfully incorporate media tools into the educational process to improve learning outcomes and actively engage students in the digital world they inhabit. The article emphasizes that digital media tools, when thoughtfully integrated, are not merely enhancements to teacher development—they are driving forces that reshape it into a more inclusive, personalized, and impactful process for educators worldwide. Тhis highlights the need for targeted teacher training programs that focus on developing media literacy competencies. Such programs should be designed to equip educators with the skills and knowledge necessary to effectively use media tools, understand their educational potential, and align their use with specific curriculum goals and objectives.

Statement of the problem. In the context of digitalization of education, the main prerequisite is creation of a digital educational environment that opens up new opportunities: learning at any convenient time, continuous education, the ability to design individual educational routes, transfer from digital resource consumers to digital resource creators. Various digital educational resources, distance learning platforms, cloud technologies, and the use of mobile devices help realize these opportunities. The pedagogical community is developing modern formats to introduce mobile devices into the educational process. Mobile technologies arouse students’ increased motivation and interest in learning, help expand the horizons of knowledge acquisition and build an individual learning roadmap – all this leads to the improved quality of education. Today we see the need to introduce mobile technologies into the educational process and at the same time we see insufficient knowledge about the didactic potential of using mobile devices and services in the learning process, as well as issues of training personnel for organizing mobile learning for schoolchildren. The purpose of the article is to determine the content and structure of future mathematics teachers’ preparedness to organize mobile learning for schoolchildren. Methodology (materials and methods) includes analysis and synthesis of the works of Russian and foreign researchers on the problem under study, as well as the experience of training teachers in the field of information and communication technologies. Research results. An essential prerequisite for the performance effectiveness is the person’s preparedness for its implementation. In this study, we examined the preparedness of future mathematics teachers to organize schoolchildren’s mobile learning as a personality education that has a systemic, complex structure and acts as a set of motivational, personal, theoretical, activity-related and reflective components. In the structure of the activity component, we identified three levels of preparedness of future mathematics teachers to organize schoolchildren’s mobile learning (basic, creative, and professional). Conclusion. The maturity of these components helps future teachers of mathematics to organize schoolchildren’ mobile learning in line with the requirements of modern education, thereby preparing the younger generation for study, life, and work in a dynamically changing world.

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.

This research aims to explore the use of information technology in religious education and learning in schools and its impact on the quality of education and the development of students' knowledge and motivation in religious learning. A descriptive qualitative approach was used in this study with the participants being Muhammadiyah school teachers in Tebing Tinggi city, North Sumatra, Indonesia. The research data were collected through interview, observation, and document techniques. The findings of this study explain that the integration of information technology, such as online learning, web and social media in religious learning has a positive impact on developing students‘ insights into broader learning materials, increasing students’ knowledge of religious materials and motivation in learning. This research explains that technology integration is very important in achieving education and learning goals. To achieve these goals, technology integration in learning in Muhammadiyah schools is developed through (1) leanrning objectives, (2) learning materials, (3) methods and strategies, (4) technology and resources, (5) learning evaluation, and (6) results and impact.

The widespread use of Information and Communication Technology (ICT) in this century plays an important role in the delivery of information to society, particularly in the education sector. The integration of technology is now viewed as a necessity in the teaching and learning (T&L) process in the classroom. Along with the rapid development of global technology, ICT functions as an effective medium that can enhance student engagement, interaction, and learning motivation. The use of digital tools, multimedia resources, and interactive platforms is believed to create a more dynamic learning environment and improve students’ understanding of subject content. Therefore, this study was conducted to examine the concept of ICT integration in the subject of Islamic Education in secondary schools. In addition, this study aims to evaluate the level of effectiveness of student achievement at Sekolah Menengah Kebangsaan Dato Harun for the subject of Islamic Education. This study also proposes improvements to the use of ICT as a strategy to enhance the academic achievement of secondary school students in Islamic Education. The design of this study is quantitative in nature and focuses on collecting measurable data related to students’ perceptions and learning outcomes. The study findings were obtained through questionnaires and supported by relevant past studies. A total of 100 students from Sekolah Menengah Kebangsaan Dato Harun were selected as respondents. The questionnaire was used as the main instrument to collect data, which was then analyzed using Statistical Package for the Social Sciences (SPSS) version 29 software through descriptive statistical methods. Therefore, it is hoped that this study can contribute to initiatives aimed at improving the effectiveness of the education system through the application of information technology and subsequently have a positive impact on the teaching and learning process of Islamic Education. Keywords: Applications, ICT Concepts, Achievements, Students, Islamic Education

The article is aimed at substantiation of peculiarities and stages of pedagogical technology for solving competence problems, implemented in the digital educational space. The technology based on the environmental methodological approach (the educational environment as a means of educational activity). Such features of competency-based tasks as non-formalization, information redundancy, involvement of practical and professional situations are correlated with digital environment opportunities (multiple choice of learning options, personalized activities, digital tools). The technology is presented as non-linear with integrated goals, tools and outcomes that are achievable in a digital space. The article justifies importance of competence tasks solution in the digital environment for the quality of professional training with new ingredients of student’s competences (digital skills, soft skills).The structural unit of the technology is the digital microenvironment of the educational task. It presents the purpose and content of the task with digital pedagogical resources providing student’s activity. Pedagogical technology is built as a set of digital microenvironments of educational tasks aimed at solving the complex competence problem. Digital pedagogical resources of microenvironment, which organize self-directional activity of students, are resources of activity management, digital learning resources and network communications resources. The main stages of the teacher’s activity in environmental technology are substantiated. The practical relevance of technology demonstrated by its implementation in the future teachers training.The article is addressed to university teachers, focused on achieving new professional training results by means of digital environment. The presented scientific approaches are new for domestic and foreign pedagogical practice.

The article examines the problem of using modern digital technologies and tools in popularizing the creative heritage of the great Kazakh educator Abai Kunanbayev. Possible digital resources for creating educational content that motivates self-learning are considered. The problems of creating and implementing a massive open online course are investigated. Global and regional providers providing their platforms for the implementation of mass distance learning courses are being monitored. The Kazakh and foreign experience in this matter is analyzed. The problem of the lack of an established methodological basis for creating online courses using modern digital tools is raised. The authors of the project are developing a model of the MOOC «Abai in the context of world culture» based on modern foreign sources and trends in the creation of mass courses. The latest digital tools used by foreign colleagues in the framework of the creation of MOOCs are considered. The strategies of pedagogical design in the design of the course for the purpose of emotional involvement and motivation of students are noted. Attention is focused on the psychological aspect within the framework of the course creation, the results of authoritative scientists who conducted research in the field of evaluation of psychological factors affecting the success of the course are summarized. The study proposes a theoretical model of the MOOC «Abai in the context of world culture», which includes a structure, thematic blocks, and some digital tools.

Today, great importance is given to the introduction of innovative digital technologies into the educational environment. The relevance of this study lies in the fact that now there are numerous platforms, programs and environments that allow you to visualize and work out the material. This makes it possible to present information in a new, more exciting format and arouse interest in potential students in the study of various disciplines. The use of digital technologies makes it possible to achieve the main goal of modernizing the education system: to improve the quality of education, the availability of education, and to promote the comprehensive and harmonious development of the student’s personality. It is important that a modern person be able to navigate in a vast information space, in arrays of information, to recognize the information and communication capabilities of innovative technologies. It is also important to instill an information culture in the child from the school bench. All this is determined by the social order of the information community. The article analyzes approaches to improving the skills of designing digital educational resources for students of pedagogical specialties. In the course of the study, the concepts of digitalization, information and educational environment, digital educational environment, electronic educational resources, digital educational resources and their classification were considered. The organizational and pedagogical conditions and means of improving the skills of designing digital educational resources are presented in detail. The modern educational process, which is developing in the context of informatization, requires the introduction of teaching aids and should be based on the use of information and communication technologies (ICT) and digital educational resources (DER). The most promising direction of informatization of the education system is the use of DER in the organization of the learning process according to the “1 student - 1 computer” model, which makes it possible to implement a student-centered approach and contribute to the formation of ICT competencies.

With the rapid development of digital technologies, education is faced with the need to integrate modern digital tools into the learning process, which makes cyberpedagogy a prominent area of research. The purpose of the present study was to identify the effects of digital educational technologies on student engagement and academic performance, and to analyse the effectiveness of the Kahoot platform in the learning process. To fulfil this purpose, the study employed the methods of theoretical analysis of scientific literature, empirical research with questionnaire survey of students, as well as comparative analysis of control and experimental groups. The study assessed students’ digital competences before and after training in the use of the Kahoot platform. The study found that pre-training in digital tools positively influenced the level of mastery: in the experimental group, the number of students confidently using the platform increased by 46%, while in the control group the changes were minimal. The analysis revealed that digital educational tools helped to increase the engagement and interactivity of the learning process and improved the perception of learning material. It was found that the use of interactive platforms contributed to the development of students’ independence, stimulated their cognitive activity, and helped to form critical thinking skills. The key competences of a teacher necessary for the effective use of digital technologies in educational activities were identified, including technological literacy, adaptability, and the ability to integrate digital teaching methods. The practical value of the study lies in the possibility of using its findings by university and college teachers to optimise the educational process, as well as in the development of methodological recommendations for the implementation of digital educational tools in teaching practice, which will make learning more accessible, interactive, and effective

In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promising innovative pedagogical, educational and information technologies that acquire further relevance in the educational environment are identified. It is proved that the introduction of training courses for future mathematics teachers on the use of innovative educational technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments and mathematical statistics. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologize the educational process in a specialized school. The introduction of training courses for future mathematics teachers on the use of innovative educational and information technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments in specialized schools. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologicalize the educational process in a specialized school.

The integration of digital learning tools in school science classes has garnered significant attention, prompting an investigation into their effects on student engagement and achievement. This study examines the impact of students' access to technology, teachers' digital competency, and the frequent use of digital tools on the engagement and academic performance of middle school students in science subjects. Utilizing a cross-sectional survey design, data were collected from 309 middle school science teachers across 45 public schools in Punjab, Pakistan, through validated, self-administered questionnaires. Six hypotheses were formulated and tested using SPSS and SmartPLS. The findings indicate that access to technology, teachers' digital competency, and the frequent use of digital tools positively influence student engagement and achievement in science. Digital tools significantly enhance engagement by providing interactive and personalized learning experiences, leading to increased motivation and interest among students. Furthermore, improved academic outcomes are evident in higher test scores and performance in science assessments. Teachers also noted a positive shift in classroom dynamics, characterized by increased collaboration and inquiry among students. These results highlight the critical need for ongoing investment in educational technology and professional development for educators to fully leverage the benefits of digital learning tools.

Today, preparing future teachers for the use of digital educational resources is the most pressing issue of Higher Education. They contribute to the effective organization of the educational process in accordance with the requirements of the modern information society, but also become a universal tool for the harmonious adaptation of students to a rapidly changing information society, training the personality of a competent specialist capable of professional self-realization. First of all, digital educational resources are ready-made interactive multimedia products aimed at achieving a didactic goal or solving certain educational tasks. Currently, the effectiveness of their use is not only to generate interest in the information educational environment, but also to ensure the degree of access to information and improve the quality of Education. Using digital educational resources, the authors independently develop the intellectual potential of students and increase the knowledge base.Using them creatively, we tried to find out whether it is possible to present the educational process in an interesting and informative way. The article provides a comprehensive analysis of the theoretical and methodological literature, clarifies the following concepts and offers a definition: "digital educational resources ", " readiness of a future teacher to use digital educational resources". In addition, during the practical experiment, a course program "digital educational resources-a tool for professional self - development" was developed, aimed at forming the assimilation of digital educational resources by future specialists as a tool for professional self-development. The research uses theoretical, Emeric methods, the questionnaire "knowledge of digital educational resources" (in author's processing), N. P. Fetiskin "diagnostics of the implementation of needs for professional self-development", N. R. Molochnikov "assessment of opportunities for self-development". 82 students of Atyrau University took part in the experimental work Keywords: digitalization of education, digital educational resources, computer, multimedia, interactivity, accessibility.

The relevance of the study is determined by the growth of digitalization in education and the need to modernize mathematics teaching in special schools in accordance with the needs of students with special educational needs. Under contemporary conditions, the concept of Mathematics 4.0 emphasizes adaptive, personalized, and data-driven instructional models; however, their methodological implementation in special mathematics education remains insufficiently systematized. This necessitates a comprehensive scientific analysis of digital technologies as instruments for improving accessibility, effectiveness, and sustainability of mathematical knowledge formation. The aim of the article is to provide scientific substantiation and systematization of approaches to the formation and development of mathematical knowledge of students with special educational needs in grades 5-6 of special education schools through the use of digital technologies within the framework of the Mathematics 4.0 concept. Research methods included analysis and synthesis of scientific literature in mathematics didactics, special pedagogy, and digital education technologies; system-structural and comparative analysis; didactic modeling; and theoretical generalization of practical experience in the application of digital learning tools in special education settings. The study identified the psychological and pedagogical prerequisites for the acquisition of mathematical knowledge by students with special educational needs in a digitalized educational environment. The didactic possibilities of digital technologies for personalizing learning, step-by-step knowledge formation, and formative assessment were established. The feasibility of using adaptive digital tools as an instrument for the controlled development of mathematical skills has been proven. The main scientific and practical problems of implementing digital technologies have been identified, in particular, the formalization of individualization, limited availability of adapted resources, digital inequality, and insufficient methodological readiness of teachers. The conclusions indicate that the implementation of the Mathematics 4.0 concept in a special school is possible provided that digital technologies are integrated into a comprehensive methodological system with the leading role of the teacher and a focus on the individual learning dynamics of students. The use of digital tools contributes to increasing the effectiveness and practical significance of mathematical knowledge. Prospects for further research include empirical evaluation of Mathematics 4.0 models in special education schools, development of criteria for measuring learning dynamics, and creation of standardized adaptive digital resources for mathematics education.