The Problem of Implementing Digital Educational Technologies in Primary School

This article systematically examines the problem of implementing digital educational technologies in primary schools, focusing on identifying key factors of effectiveness, barriers, and pedagogical practices that determine the quality of digital integration into the educational process for young school students. The purpose of the study is to provide a comprehensive picture of the current practice of implementing digital educational technologies, assess the impact of infrastructural and methodological factors, and develop recommendations and a phased implementation model that takes into account the age and psychological characteristics of pupils in grades 1–4. The study was conducted using mixed-methods. The quantitative component included a survey of 48 primary school teachers and 210 parents, as well as an analysis of lesson logs from 32 lessons conducted in 12 schools with varying levels of technical equipment (urban and rural schools). The qualitative component included 12 semi-structured interviews with principals and methodologists, as well as a thematic analysis of field notes and transcripts. Descriptive statistics, χ² – association tests, and correlation methods were used for quantitative data processing; for qualitative data, a stepwise thematic analysis with cross-validated coding was used.
The study results showed that technical equipment (interactive whiteboards, tablets, and centralized access to educational platforms) significantly increases the likelihood of teachers regularly using digital educational technologies. However, technology alone does not ensure pedagogical quality: key determinants of effective integration include teachers’ methodological training, the availability of adapted lesson plans, and an organized system of technical support. Practical observations revealed an increase in school students’ engagement when using visualization and interactive elements; however, the acceleration of exercises with digital simulators was not always accompanied by a deep understanding of the material without stages of reflection and comprehension.
The practical significance of this paper lies in the specific tools to support teachers and school principals in the transition to meaningful digitalization of primary education. To confirm the dynamic impact of digital educational technologies on academic achievement, the authors recommend conducting longitudinal and quasi-experimental studies, as well as assessing the cost-effectiveness of investments in infrastructure and teacher professional development.

1. Artemova E. V. Osobennosti Primeneniya Tsifrovykh Tekhnologii I Obrazovatel'nykh Resursov Na Urokakh V Nachal'noi Shkole // Osovskie Pedagogicheskie Chteniya «Obrazovanie V Sovremennom Mire: Novoe Vremya - Novye Resheniya». 2022. № 1–2. C. 41–50.

2. Badakva A. S. Ispol'zovanie Tsifrovykh Obrazovatel'nykh Tekhnologii Dlya Razvitiya Funktsional'noi Gramotnosti Uchashchikhsya: Analiz Interaktivnykh Metodik // Vestnik Nauki. 2024. № 11 (80) (2). C. 732–736.

3. Bykhalova K. V., Fokina M. M. Ispol'zovanie tsifrovykh i distantsionnykh obrazovatel'nykh tekhnologii v nachal'noi shkole // Molodoi Uchenyi. 2025. № 34 (585). C. 145–147.

4. El'tsova (Tarasova) O. V. Eksperimental'noe issledovanie vliyaniya urovnya tsifrovoi gramotnosti uchitelei i obuchayushchikhsya nachal'noi shkoly na kachestvo distantsionnykh urokov // Nauchno-Metodicheskii Elektronnyi Zhurnal «Kontsept». 2024. № 4. C. 17–31.

5. Moskaleva T. S. Sovremennye obrazovatel'nye tekhnologii v obrazovatel'nom protsesse nachal'noi shkoly // Nauchnyi Al'manakh. 2024. № 9–1 (119). C. 73–75.

6. Radzhabov U. M. Ispol'zovanie Tsifrovykh Tekhnologii V Nachal'nom Shkol'nom Obrazovanii // Problemy Nauki. 2024. № 1 (82). C. 49–51.

7. Alférez-Pastor M. [et al.]. Training Digital Competencies in Future Primary School Teachers: A Systematic Review // Education Sciences. 2023. № 5 (13). C. 461.

8. Casimir O. A. [et al.]. Adaptations to the Learning Environment for Elementary School Children in Georgia during the COVID-19 Pandemic // Journal of Child and Family Studies. 2023. № 6 (32). C. 1585–1598.

9. Haleem A. [et al.]. Understanding the role of digital technologies in education: A review // Sustainable Operations and Computers. 2022. (3). C. 275–285.

10. Karaferye F. Digital teaching and learning: Exploring primary school teachers’ approaches, sources of concern & expectations // Journal of Educational Technology and Online Learning. 2022. № 4 (5). C. 808–824.

11. Liao Y.-C. [et al.]. How Can We Support Online Learning for Elementary Students? Perceptions and Experiences of Award-Winning K-6 Teachers // TechTrends. 2021. № 6 (65). C. 939–951.

12. Lohr A. [et al.]. Digital learning in schools: Which skills do teachers need, and who should bring their own devices? // Teaching and Teacher Education. 2024. (152). C. 104788.

13. Ng R. [et al.]. Co-researching with primary school students to retrace their digital footprint // Computers & Education. 2025. (224). C. 105–170.

14. Ranzato E., Holloway C., Bandukda M. Use of Educational Technology in Inclusive Primary Education: Protocol for a Systematic Review // JMIR Research Protocols. 2025. (14). C. e65045.

15. Timotheou S. [et al.]. Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review // Education and Information Technologies. 2023. № 6 (28). C. 6695–6726.