DIGITAL TECHNOLOGIES IN THE MODERN EDUCATIONAL PARADIGM: PEDAGOGICAL TRANSFORMATION AND COGNITIVE ASPECTS
Keywords:
digital technologies, education system, e-learning, artificial intelligence, blended learning, digital divideAbstract
Rapid advances in digital technology over the past two decades have placed new and often contradictory pressures on educational institutions worldwide. This article investigates how those pressures play out in practice - what genuinely changes in classrooms and lecture halls when digital tools arrive, and what, perhaps surprisingly, stays much the same. Drawing on a wide body of scholarly work alongside policy developments in Uzbekistan, the analysis focuses on four interlocking themes: widened access to learning, shifts in how instruction is personalised, the evolving demands placed on teachers, and the risks that can accompany digitalisation when it is pursued without sufficient care. The overall picture that emerges is one of conditional promise: technology tends to improve education when it is introduced gradually, with meaningful teacher preparation, and within institutional cultures that treat it as a means rather than an end.
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