MODERN METHODS OF TEACHING INFORMATICS IN GENERAL SECONDARY EDUCATION

Abstract

This article examines modern methods of teaching informatics in general secondary education with particular attention to the transformation of school learning under conditions of digitalization, competency-based instruction, and the growing demand for algorithmic and computational thinking. The study is based on the premise that traditional explanatory-reproductive models are no longer sufficient for developing learners’ practical, analytical, and creative abilities in informatics. The paper analyzes a range of contemporary pedagogical approaches, including project-based learning, problem-based instruction, differentiated teaching, interactive digital learning, collaborative methods, flipped classroom practices, and formative assessment strategies. Special attention is given to the pedagogical value of integrating programming tasks, modeling activities, logical exercises, and real-life digital problem solving into the school curriculum. The article argues that modern informatics teaching should not be limited to the transmission of technical knowledge, but should create conditions for independent inquiry, digital literacy, information culture, and responsible technology use. It is shown that learner-centered and practice-oriented methods increase motivation, deepen conceptual understanding, and support the development of sustainable ICT competencies. The paper also highlights the changing role of the teacher as a facilitator, organizer, consultant, and evaluator of educational progress. The findings emphasize that the effective teaching of informatics in general secondary education depends on methodical flexibility, technological readiness, curriculum adaptation, and the systematic use of innovative instructional methods aligned with the cognitive and social needs of students.