Digitalization of Primary School Pedagogy: Modern Trends, Challenges and Comparative International Experience

Abstract

The article examines the digitalization of primary school pedagogy as a systemic transformation of teaching, learning, assessment, communication and teacher professional practice. Particular attention is paid to the pedagogically justified use of interactive content, digital formative assessment, collaborative platforms, learning analytics and artificial intelligence in age-appropriate primary education. A comparative analytical framework is used to connect international experience with the needs of contemporary primary schools. The proposed model treats digitalization not as the replacement of the teacher or printed learning materials, but as the purposeful orchestration of multimodal resources, feedback loops, inclusive supports and safe digital participation. For publication drafting purposes, the quantitative visualizations use a clearly identified modelled analytical dataset and should be replaced by verified empirical observations if the manuscript is submitted as an empirical study. The analysis indicates that the strongest educational effects are associated with blended lesson design, digital storytelling, formative e-assessment, collaborative inquiry and teacher-guided AI support. The paper concludes with a practical implementation model emphasizing teacher competence, child development, digital safety, equity of access and evidence-based instructional design.