UDC 378

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

¹Ryazan State University named after S.A. Yesenin

Abstract. In the context of the digital transformation of education, there is an urgent need to train future teachers capable of effectively using digital educational technologies (DET) in their professional activities. This is particularly relevant for history teachers, as digital tools expand pedagogical possibilities, enhance student engagement, and foster critical thinking and information literacy. This article presents an original pedagogical model for developing the digital readiness of future history teachers. The model was designed with consideration of contemporary methodological approaches, educational standards, and the demands of the digital educational environment. The proposed model includes five interconnected blocks: target, theoretical-methodological, content-based, activity-based, and evaluative-generalizing. It is based on four core pedagogical approaches—systemic, learner-centered, activity-based, and competency-based—which ensure its conceptual consistency, theoretical validity, and practical relevance. The article defines the key components of digital readiness: motivational, cognitive, activity-based, and integrative. It also outlines the assessment criteria and levels of digital readiness (low, medium, high). Special attention is given to pedagogical conditions and formats of learning activities that support the effective formation of digital competencies and a reflective professional stance. The results of the study can be used to improve teacher education programs, design digital training modules, and foster environments that support the professional development of future educators. The model may also serve as a universal framework for integrating digital technologies into teacher training across various subject areas.

Keywords: digital readiness, model, digital educational technologies, history teacher, modeling, digital competence, professional training.

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For citation: Fulin V.A. Structural-functional model for developing future history teachers’ readiness to use digital educational technologies. CITISE, 2025, no. 3, pp. 402-415.