TRANSFORMATION OF PEDAGOGICAL SITUATION IN THE EPOCH OF DIGITALIZATION

Abstract

The article examines some results of a study on transformation of the pedagogical situation amid the rapid development of digital technologies. Digitalization affects all aspects of the educational process, changing traditional methods and forms of teaching as well as the roles of teachers, students, and the structure of the educational environment. The pedagogical situation is seen as a dynamic interaction whose boundaries are defined by the participants, the educational task, conditions, space, and time of its implementation. The study identified key changes: active integration of interactive and multimedia resources, increased motivation and engagement of learners, and diversification of tools and methods in pedagogical activities. The rhythm and structure of pedagogical interaction are changing due to digital communication tools, which expand opportunities for distance and blended learning. The pedagogical situation becomes dynamic, flexible, and adaptive, enabling the individualization of the educational process based on data analytics and artificial intelligence. The conducted research allows for a deeper understanding of these changes and helps adapt pedagogical practices to the current demands of the digital world. There is growing importance placed on developing key 21st-century competencies such as critical thinking, creativity, and digital literacy. The article discusses the challenges of digitalization, including digital inequality and the need for systematic teacher training for new conditions. The conclusions emphasize that the digital transformation of the pedagogical situation is a complex process requiring the formation of a new pedagogical culture that integrates technology and humanistic values, opening broad horizons for the development and improvement of modern education quality.