DIGITAL PEDAGOGY IN HIGHER EDUCATION: MODERN APPROACHES AND METHODOLOGICAL OPPORTUNITIES

Abstract

As the use of digital technologies in higher education continues to expand, the question of how these technologies should be integrated into the learning process on a sound methodological basis is becoming increasingly important. This article examines digital pedagogy as a concept that extends beyond the mere use of technical tools and analyzes its influence on the content and methodology of higher education. Particular attention is given to the pedagogical potential of blended learning, the flipped classroom, project- and problem-based learning, gamification, individualized learning, learning management system (LMS) platforms, and artificial intelligence. The changing role of university teachers in digital learning environments, the organization of students’ independent learning activities, digital assessment, and feedback are also considered. At the same time, the article discusses emerging methodological challenges associated with the digital divide, academic integrity, information security, and the use of generative artificial intelligence. The analysis shows that the effectiveness of digital pedagogy depends not on the quantity of technologies used, but on the extent to which they are meaningfully aligned with learning objectives, subject content, and students’ cognitive activity.