SYNTHESIS OF MODERN DIGITAL RESOURCES AND EDUCATIONAL TECHNOLOGIES IN HISTORY LESSONS: A PEDAGOGICAL MODEL AND ITS APPROBATION

Abstract

In the context of global digital transformation, traditional approaches to history teaching demonstrate declining effectiveness when working with the "digital generation" of students, characterized by fragmented thinking and a need for interactivity. The aim of this study is the development and testing of a pedagogical model for the synthesis of modern digital resources (DR) and educational technologies (ET) in history lessons. The methodological basis of the work comprises systemic, activity-based, and competency-based approaches, implemented through the introduction of the author's model consisting of target, content, technological, and evaluative-result blocks.

Particular attention in the study is paid to the practical implementation of DR and ET combinations, such as the integration of AI generators (Gemini, ChatGPT) with "flipped classroom" technology and the use of digital storytelling platforms in project-based activities. The testing of the model, conducted in the 2024 - 2025 academic year at the Physics and Mathematics Lyceum of Kostanay City, confirmed the high effectiveness of the proposed approach. The experiment also identified and analyzed implementation difficulties, such as the risk of a "digital divide" and the need for continuous updates to the teacher’s ICT competencies due to the rapid obsolescence of tools.

Quantitative results indicated high quality of knowledge indicators: 90.32% - 93.52% in World History and 87.2% - 90.32% in the History of Kazakhstan. Qualitative analysis revealed increased student engagement and the formation of meta-subject competencies, particularly skills in critical analysis and verification of data generated by artificial intelligence. The scientific novelty of the study lies in clarifying the concept of "pedagogical synthesis" within digital didactics, where technologies serve not merely as illustrations but as tools for constructing new knowledge. The practical significance of the work lies in the scalability of the developed model and methodological recommendations within the secondary education system.