Integration of digital educational technologies into traditional teaching methods to improve students' academic performance

Abstract

In the context of rapid digitalization of all spheres of public life, the issue of effective integration of digital educational technologies into existing pedagogical practices is becoming particularly relevant. The study is devoted to the analysis of the relationship between the introduction of digital technologies into traditional teaching methods and the academic performance of students. The methodological basis of the work was a comprehensive pedagogical experiment, a comparative analysis of academic indicators of experimental and control groups, a survey of teachers and students, as well as monitoring of educational outcomes. As part of an empirical study conducted on the basis of three Russian universities, with the participation of 428 students and 46 teachers, a model of digital technology integration based on the principles of interdisciplinarity, personalization and adaptability was developed and tested. The results of the study demonstrate a statistically significant increase in academic performance in the experimental group by 18,7%, an improvement in independent work skills by 24,3%, and an increase in the level of motivation to study by 31,2% compared with the control group. Correlations have been established between the intensity of use of certain types of digital technologies and the formation of specific professional competencies. Recommendations on the choice of strategies for the integration of digital educational technologies are presented, taking into account the specifics of various educational programs and the organizational and pedagogical conditions of their implementation.