PEDAGOGICAL CONDITIONS FOR THE USE OF INFORMATION TECHNOLOGIES IN THE CLASSROOM-BASED LEARNING SYSTEM IN GENERAL SECONDARY AND HIGHER EDUCATION INSTITUTIONS (LATE 1990S – EARLY 21ST CENTURY)

Abstract

This article presents a historical and pedagogical analysis of the use of information technologies in the classroom-based teaching system of general secondary and higher education institutions in the late 1990s and early 21st century. It examines the characteristics of the transformation of the material and technical provision of classrooms in the context of the informatisation of education, in particular the introduction of computer technology, multimedia resources, electronic educational resources and educational software. It has been established that, against a backdrop of socio-economic changes and limited funding, the development of the classroom system was contradictory in nature, combining processes of modernisation with the deterioration of the experimental component of teaching. It has been established that for general secondary education institutions, the transition from local computer classrooms to statutorily defined computer science and ICT classrooms was characteristic, as well as the gradual standardisation of the use of digital resources through state approval mechanisms. In higher education, the defining trends were the development of distance learning, the creation of distance learning centres, the introduction of online educational platforms, electronic teaching and learning materials, and a credit-modular system for organising the educational process. It is argued that the effectiveness of using information technologies in classroom-based teaching depends on a set of pedagogical conditions, including the integration of digital and traditional teaching methods, ensuring a research-oriented educational process, training teaching staff in the use of ICT, and modernising the material and technical base. The pedagogical conditions for the effective use of information technologies have been formulated, each of which is considered in relation to implementation practice, expected outcomes, risks and ways of minimising them, which allows for the identification of prospects for the further development of the classroom-based learning system in the context of the digitalisation of education.

Received: February 12, 2026
Accepted: March 05, 2026
Published: May 28, 2026