UDC 378

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

¹Ryazan State University named after S.A. Yesenin

Abstract. The article presents the results of experimental work aimed at implementing pedagogical conditions for developing future history teachers’ readiness to use modern digital educational technologies (DET) in their professional activities. The relevance of the study is determined by the need to train teaching staff capable of effectively applying digital and artificial intelligence–based tools in the educational process under the conditions of digital transformation in education. The methodological foundation of the research was formed by systemic, activity-based, person-centered, and competence-based approaches, which ensured a holistic consideration of the process of developing students’ digital readiness. To achieve the research goal, theoretical methods (analysis, synthesis, generalization), empirical methods (observation, questionnaire surveys, testing, expert evaluations), and experimental work—including diagnostic, formative, and control stages—were employed. During the study, a set of pedagogical conditions was implemented: purposeful integration of modern DET into the content of professional disciplines, organization of project-based activities using digital and AI services, development of pedagogical reflection, and creation of a digital educational environment conducive to students’ professional self-development. The experimental results demonstrated a statistically significant increase in the level of readiness among students in the experimental group across all identified criteria: value-meaning attitude towards the application of digital educational technologies; knowledge of digital educational technologies applicable to history teaching; ability to apply digital educational technologies in designing digital educational content; and capacity to integrate digital educational content with the historical content of academic disciplines (p<0.01 , according to the Wilcoxon signed-rank test). The most pronounced changes were observed in the growth of professional motivation and awareness of the pedagogical value of digital technologies. It was concluded that the implementation of the identified pedagogical conditions contributes effectively to the formation of digital readiness among future history teachers and can be recommended for integration into teacher education programs at pedagogical universities. The results presented have practical significance for improving the training of humanities-oriented teachers in the context of educational digitalization.

Keywords: digital educational technologies; pedagogical conditions; readiness of future history teachers; digital educational environment; experimental work.

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For citation:  Fulin V.A. Implementation of pedagogical conditions for the formation of readiness of future history teachers to use modern digital educational technologies. CITISE, 2025, no. 4, pp. 598-609.