METHODOLOGY OF USING DIGITAL TECHNOLOGIES IN TEACHING PHYSICS IN GENERAL EDUCATION SCHOOLS

Abstract

Digital technologies are rapidly transforming the process of teaching physics in general education schools, creating new opportunities for enhancing students’ conceptual understanding, scientific thinking and practical experimentation skills. The integration of digital tools such as virtual laboratories, interactive simulations, augmented and virtual reality environments, digital measurement sensors, online learning platforms and intelligent tutoring systems significantly modernizes traditional teaching methods, making the learning process more interactive, visual and learner-centered. This study aims to justify the methodological foundations for the effective use of digital technologies in physics education and to identify optimal strategies for their pedagogical integration. The research emphasizes the importance of aligning digital tools with specific learning objectives, age-appropriate cognitive development and didactic principles of physics education. It is argued that digital technologies not only help visualize complex physical phenomena that are difficult to observe in real conditions but also promote differentiated learning, self-paced knowledge acquisition and formative assessment. Moreover, the purposeful use of digital resources contributes to the development of students’ digital competence, scientific creativity and problem-solving abilities, which are essential for future professional growth in the era of Industry 4.0. The findings highlight that digital technology integration should be methodologically grounded, teacher-guided and supported by appropriate instructional design rather than limited to simple technological substitution of traditional tools.