UDC 372.881.111.1 

Zhukova V.A.¹ (Moscow, Russian Federation) – va.zhukova@mpgu.su

¹Moscow Pedagogical State University

Abstract. This article provides a critical analysis of the historiography of the digital transformation of Russian education from the late 20th century to the first quarter of the 21st century, tracing the transition from the initial stages of computerization to the comprehensive digital transformation of educational systems. The criteria for periodizing the historiography are determined by shifts in dominant conceptual paradigms. The author identifies four main research areas—technocentric, pedagogic, sociocultural, and historical-pedagogical—each of which, as the analysis shows, was shaped by specific disciplinary traditions and methodological approaches. The development of this research field was influenced by various disciplinary influences, which determined the diversity of approaches but simultaneously hindered the development of coherent conceptual positions. The study clarifies the conceptual framework associated with the digital transformation of education. Particular attention is paid to the evolution of scientific understandings of the role of digital technologies in the educational process: from the initial technological optimism of the 1990s to more balanced assessments of the modern period. This paper presents the results of a review of scientific papers devoted to the study of technical equipment in educational institutions, methodological aspects of ICT implementation, and issues related to teacher training. The study identifies significant gaps in the study of teacher professional adaptation processes and informal practices in mastering digital innovations, as well as methodological limitations of existing studies related to the prevalence of descriptive approaches over analytical ones and the lack of longitudinal studies. A lack of research on informal practices in mastering digital technologies is noted. The author substantiates the need to develop interdisciplinary approaches and historical and comparative research to foster a more holistic understanding of the digital transformation of education.

Keywords: historiography of education, digital transformation, informatization of education, educational technologies, pedagogical innovation, historical and pedagogical analysis, methodology of historical and pedagogical research, professional adaptation of teachers, educational policy, technological determinism.

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For citation: Zhukova, V. A. (2026). The process of digital transformation in domestic education at the late 20th – first quarter of the 21st centuries: a historiographical analysis. CITISE, 1, 79–95. (In Russian).