Vadim V. Grinshkun

Background. Modern challenges facing the informatization of education are being solved in the context of digital transformation of a significant part of human activity. To solve these problems, it is necessary to develop a set of theoretical and methodological foundations and solutions within the framework of the systemic convergence of teacher training and digital technologies. In this regard, it becomes important to understand the problems of informatization of education related to the still limited access of teachers and students to hardware and software, to network educational resources; to an insufficiently high level of didactic and consumer characteristics of digital educational resources used in the field of education; to a low level of teachers’ readiness to carry out teaching activities in the context of informatization of education.

Methods. The method of analysis of scientific and methodological sources and regulatory documents related to the problem of teacher training in the context of digital transformation of the education system is used. Methods of comparison and generalization of the obtained results are used in order to identify the prerequisites for the emergence of the above mentioned problems of informatization in education.

Results. In the course of this study, the authors come to the conclusion that the origins of a significant part of the problems of informatization in education are associated with the insufficient quality of teacher training for professional activities in the context of the digital transformation of the education system. Based on the analysis, the authors propose ways to solve these problems and list current directions for teacher training in assessing the quality of digital educational resources, their development and application in the educational process.

Background. One of the key objectives of psychological and pedagogical science in modern conditions is identifying strategic directions for studying mental and psychophysiological aspects of personality development in education. Wide integration of digital and network technologies in education, including immersive technologies and artificial intelligence resources, defines the importance of prioritizing research topics in this field for further psychological inquiry.
Objectives. This study examines the current state of research on personality development, age-related periodization, and the interplay between key factors in child development within the context of educational digitalization. Based on this analysis, the paper proposes key themes for priority psychological and psychophysiological research.
Methods. Theoretical analysis of classical and modern psychological and psychophysiological research in the field of education.
Results. The efficacy of current research and development efforts will be determined by advances in discipline-specific methodology within educational psychology, by the refinement of individual assessment techniques, as well as by the functional capabilities of scientific equipment for conducting such studies.
Conclusions. The findings of psychological and psychophysiological studies addressing the proposed key research topics — characterized by theoretically grounded methodology and rigorous measurement techniques — hold significant value for developing comprehensive theory and didactics of the holistic educational process.