Keyword: «digital tools»

The article discusses the development and use of metaverses in school education.The analysis of existing systems is considered, and the possibilities of using this technology in teaching are explored. The materials of the article can be used in the preparation of practical classes at universities,as well as for the organization of teacher training.

The relevance of the study is determined by the large-scale digital transformation of the Russian education system, reflected in the federal project "Digital Educational Environment" and the updated Federal State Educational Standards (FSES). These changes necessitate not only the technical re-equipment of schools but also fundamental pedagogical reassessment. The development of students' creative potential and creative thinking as key competences of the 21st century is of particular importance. A school student must be not only a consumer but also a creator of digital content. In this context, the integration of programming and visual arts seems to be an extremely promising field. The aim of the work is to identify, justify, and test the pedagogical conditions and methods of using the Scratch graphical programming language for the formation and development of the creative potential of school students in the context of the digital transformation of education. The key mechanism for achieving this goal is the integration of programming with the solution of creative tasks in the field of fine arts. The choice of Scratch is due to its visual block interface, accessibility, and clarity, which makes it an ideal environment for combining algorithm logic and artistic expression. The leading method was a pedagogical experiment, within which a set of complementary methods was used: project-based activities, expert evaluation of creative products according to the criteria of originality, expressiveness, and algorithm complexity, as well as statistical data processing. The assessment of the methodology showed a stable positive dynamic. A significant increase in the level of algorithmic thinking was noted: the average score in the experimental group was 8.4 against 6.1 in the control group. Students demonstrated the development of creativity, variability and non-standard approaches to visualization. A high level of motivation was recorded: 88% of students noted an increased interest in classes, linking it with the opportunity to see a spectacular result of their actions. The theoretical significance of the work lies in the systematization of approaches to the integration of programming and artistic creativity and in deepening the understanding of their relationship. The practical value consists in the development of educational tasks, project cases, and methodological recommendations for teachers. These developments can be implemented in classroom activities and the system of additional education, contributing to the development of a holistic worldview among schoolchildren, where technology serves as a tool for creativity and self-expression.

The article discusses the role of modern information technologies in teaching foreign language. It presents the viewpoints of domestic scholars who examine this issue within the framework of their scientific research in the field. The relevance and necessity of using information technologies in the contemporary educational process are emphasized. Additionally, a specific example illustrates the integration of digital tools into the traditional learning process.

This article explores various technologies being introduced in education, discussing their impact, benefits, challenges, and offering practical guidance for effective implementation. The article's primary goal is to provide educators with an in-depth analysis of how these digital innovations are changing traditional language teaching methods.