SPECIFIC FEATURES OF TEACHING PHYSICS TO UNIVERSITY STUDENTS IN THE CONTEXT OF DIGITALIZATION OF EDUCATION

Litvin Natalya Vladimirovna, Kapustina Natalya Vitalievna

This article explores the transformation of physics teaching methods in higher education institutions in the context of the widespread digitalization of the educational process. It analyzes the contradiction between the technological possibilities of virtualizing the educational process and the need to preserve the experimental component of physics education, which develops practical skills in working with real-world instruments and phenomena. Blended learning models, the integration of virtual laboratory work, and the changing role of the instructor from knowledge translator to moderator of educational activities in the digital environment are considered. Systemic challenges of digital transformation are identified, including the logistical limitations of universities, the shortage of high-quality Russian-language content, and the risks of replacing meaningful analysis of physical laws with the mechanical execution of algorithms in automated systems. The need to develop criteria for the appropriateness of using digital technologies, taking into account the specifics of specific didactic tasks, is substantiated.

Keywords:digitalization of physics education, virtual laboratory work, blended learning, digital educational environment, transformation of teaching competencies.