DIGITAL TECHNOLOGIES AND THEIR ROLE IN STUDYING HISTORY
DOI:
https://doi.org/10.28925/2414-0325.2025.188Keywords:
digital technologies, history, platform, content, learning, teacherAbstract
The article explores the role of digital technologies in studying history and their impact on enhancing learning efficiency. It outlines key aspects of education digitalization, particularly the use of interactive online resources and multimedia materials for presenting historical events. The study highlights the potential of digital tools in expanding access to historical sources, enabling deeper document analysis, visualizing historical processes, and fostering critical thinking among learners. The advantages of digital technologies in history education are analyzed, including personalized learning, increased motivation, and improved material retention.
A brief overview of modern digital platforms and software applicable to history teaching is provided, along with their functional capabilities. The article is based on an analysis of contemporary research and the authors' practical experience in implementing digital technologies in the educational process. Special attention is given to challenges associated with digital technology integration, particularly the need to develop future educators' digital literacy and adaptability to new technical opportunities, as well as the dynamic changes in the field of digital education.
It is noted that educational platforms are continuously evolving, expanding their functionality and enabling the integration of new approaches in history teaching. The importance of using digital technologies not only to improve access to historical information but also to develop analytical skills, systemic thinking, and historical awareness is emphasized. The article also outlines the possibilities of applying artificial intelligence in education, its role in complementing traditional teaching methods, enhancing content quality, and the necessity of a critical approach to received information. The prospects for further research have been identified, particularly the expansion of the selection of digital tools and their adaptation to the needs of historical education.
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