UDC 378

Fulin V.A.¹ (Ryazan, Russian Federation) v.fulin@rsu-rzn.ru

¹Ryazan State University named after S. Yesenin

Abstract. In the conditions of digital transformation of education, the importance of forming the readiness of future history teachers to use modern digital technologies in their professional activity increases. The article considers readiness as an integrative quality of personality, including motivation, knowledge base, practical skills and the ability to systematically apply digital tools in the educational process. The aim of the study is to determine the structure, criteria and indicators of the formation of this readiness in university students. The methodology is based on an integrative approach that combines theoretical analysis of scientific literature, systematization of pedagogical competencies and interpretation of student questionnaire results. Four key components were identified: motivational (intrinsic motivation and attitude towards technology), cognitive (knowledge of digital didactics and trends), action (practical skills in working with tools such as TimeMaps, Europeana and Google Earth Pro) and integrative (ability to adapt technology to educational goals). For each component, criteria and indicators are formulated and levels of formation (low, medium, high) are proposed, corresponding to international standards and modern research. The theoretical significance of the work lies in the clarification of the structure of digital readiness for teachers of humanities disciplines, and the practical significance lies in the possibility of applying the developed criteria to improve educational practice and assess the quality of teacher training. The results are compared with relevant foreign studies, emphasizing the universality of the approach and its relevance to the global trends of digitalization of teacher education. Special attention is paid to the role of digital tools (virtual reconstructions, digital archives, interactive maps) in enriching history teaching, as well as the need for critical evaluation of digital content and its adaptation to the needs of students. The study deepens the theory of teacher education by emphasizing digital competence as an integral part of the professional portrait of the modern teacher. Prospects include testing the methodologies in the classroom and studying the impact of technology on the quality of history teaching.

Keywords: future teachers’ readiness to use modern digital technologies, artificial intelligence, virtual reality.

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For citation: Fulin V.A. The readiness of future history teachers to use modern digital technologies: phenomenology, criteria and indicators. CITISE, 2025, no. 2, pp. 632-645.