How Russian Schools Are Undergoing Digital Transformation

Contents:

• What is this monitoring?
• What did the two monitoring sections show?
• Are high school students tired of numbers?

At a seminar held in 2021, the team of the Digital Transformation of Education Laboratory of the Institute of Education of the Higher School of Economics presented the first results of a large-scale study of the implementation of digital technologies in Russian schools. In this article, you will learn about the key findings and trends identified during the study.

• how many schools underwent digital transformation monitoring;
• is there a difference between digital transformation and informatization;
• what seven indices shape a school’s digital status;
• which school is more likely to be a leader in digital transformation;
• how profoundly is digital changing a school;
• how exactly are teachers learning new technologies;
• and is there any point in “whitelisting” educational content.

What is this monitoring?

Monitoring the digital transformation of educational organizations was initiated before the pandemic. The initial surveys and interviews were conducted in February 2020. The project is being implemented by staff from the Digital Transformation of Education Laboratory and the A.A. Pinsky Center for General and Supplementary Education, in collaboration with Verkont Service, on behalf of the Foundation for New Forms of Education Development. Information on the project's progress can be tracked on the official website and on the Higher School of Economics portal.

The monitoring was piloted almost two years ago in a limited number of schools. In the period 2020-2021, two full stages of monitoring were conducted.

This is currently one of the most comprehensive studies of the digitalization of Russian schools. Unlike the online teacher survey conducted in March-April 2020, which covered approximately 22,000 educators, this study includes schoolchildren and identifies school administrators as a separate category. Digital Transformation Monitoring examines digitalization as a comprehensive process encompassing all participants in the educational process. This allows for a deeper understanding of current trends and the identification of key aspects of digitalization in Russian educational institutions.

The study does not answer all questions, and this is important to keep in mind. Irina Dvoretskaya, a research fellow at the Digital Transformation of Education Laboratory and a member of the monitoring development team, noted at the seminar that two data points alone are not enough to draw key conclusions. To identify significant trends, it is necessary to analyze information over several years.

There is another reason to be cautious in assessing the monitoring results. Although both waves of monitoring were conducted with a broad audience, the second wave had a significantly wider coverage. This circumstance makes the conclusion that teachers and students shared the same viewpoint in the fall and changed their minds in the spring uncertain. It is possible that the differences in responses in the spring are due to the fact that the researchers surveyed new participants, which could have influenced the results.

The sample in the monitoring may not fully reflect reality. Firstly, a disproportionately large number of teachers and students from Moscow schools participated in the surveys in the spring of 2021, accounting for up to 40% of the total number of respondents. Secondly, regional education authorities may have selected only the most advanced schools in terms of digitalization for monitoring. This may lead to distorted results and an insufficient consideration of the opinions of less digitally advanced educational institutions.

The study recorded the state of schools in the 2020/2021 academic year. Let us consider the main conclusions reached during the analysis. To begin, let's define the key concepts upon which this study is based.

At the Inobra seminar, participants noted that the developers' report did not clearly distinguish between the concepts of "digitization," "digitalization," and "digital transformation." It's important to understand that digital transformation differs from computerization, which typically involves the automation of existing processes using computers. Digitization is the process of converting analog data into digital form, while digitalization involves the implementation of digital technologies to improve business processes. Digital transformation, on the other hand, implies deeper changes within an organization, including rethinking business models and creating new value through digital technologies. A clear understanding of these terms is key to the successful implementation of digital strategies.

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School in the Digital Age: Expert Opinions

Modern educational institutions must adapt to the changes brought about by digital transformation. Experts note that schools should become places where technology is integrated into the learning process, fostering the development of critical thinking and creativity in students. It's important for educational programs to include digital skills such as programming, data science, and media literacy.

Furthermore, schools should provide access to modern educational resources and platforms, allowing students to learn at their own pace. The introduction of flexible learning formats, such as online courses and blended learning, is also an important step toward modernizing education.

Experts emphasize the need to prepare teachers for working in a digital environment. Teachers must be prepared to effectively use technology in teaching and inspire students to actively participate.

Thus, schools in the digital age must become innovative spaces where technology serves as a tool for improving the quality of education and preparing students for the challenges of the modern world.

In scientific publications, monitoring specialists assert that digital transformation represents the final stage of the digital renewal of educational institutions. This process involves the introduction of modern technologies and innovative approaches that contribute to improving the quality of education and enhancing the effectiveness of the learning process. Thus, digital transformation is becoming a key factor in the development of the modern school, opening up new opportunities for teachers and students.

• The first stage is computerization, when computers appear in education to solve routine tasks and teach digital literacy.
• Next comes early informatization, when digital educational materials begin to be used not only in computer science lessons: teachers include electronic tests and presentations in classes on other subjects.
• At the stage of late informatization, digital technologies are more actively incorporated into educational methods and the organization of the process: access to some educational materials and services is possible only in the digital environment, online tools are used for school management.

The fourth stage of the digital transformation of education represents a significant stage, during which changes occur not only in the methods and forms of the educational process, but also in its goals and content. This transition is due to the fourth technological revolution and is aimed at meeting the needs of the digital economy. A key aspect of this stage is the customization of education, which implies the development of personalized teaching methods focused on the individual characteristics and needs of students. Such changes help create a more effective educational environment, promoting better acquisition of knowledge and skills needed in the modern world.

To assess the progress of Russian schools in the field of digitalization, the monitoring developers collect data on seven key areas of digital transformation, assigning each of them a corresponding index. These areas cover important aspects of the implementation of digital technologies in the educational process, providing a complete picture of the current state and dynamics of digitalization in Russian schools. This approach helps identify strengths and weaknesses in the field of education and helps formulate a strategy for the further development of digital initiatives.

• Digital infrastructure of organizations. The availability of internet access in the school and the quality of the connection, as well as the availability of computers and other devices for educational work and the corresponding software (or access to online platforms) are assessed.
• Conditions for the use of digital technologies for solving administrative tasks. The assessment evaluates whether the school has accounting services, whether digital services are used for teacher teamwork, and how the school encourages the use of digital technologies to improve the educational process.
• Teachers' use of digital technologies at different stages of the pedagogical process. It takes into account how teachers use digital technology in preparing for lessons, during the lessons themselves, and in assessing knowledge, as well as how the teachers themselves evaluate whether they actively use technology.
• Student use of digital learning tools. It takes into account how schoolchildren use digital technologies during lessons and when preparing homework.
• Development of student digital competence. It evaluates how students are taught safe behavior on the Internet and whether digital skills are developed in the educational process (not counting computer science lessons).
• Professional development of teachers in the use of digital technologies. The level of digital competencies of teachers (based on self-assessment), various formats for professional development, and the school's development of its own system for developing teachers' digital skills are taken into account. Managing an educational organization in the context of digital transformation. Mechanisms for managing and supporting digital transformation are considered. Monitoring digital transformation in educational institutions is a comprehensive assessment of the availability of computer equipment in schools, the level of digital skills of both students and teachers, and methods for integrating technology into the educational process. This process includes an analysis of the impact of technology on the quality of education and the possibility of its effective use to improve the educational process.

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EdTech: When it benefits schools and when it doesn't

Educational technologies (EdTech) can significantly improve the effectiveness of the learning process, but they do not always meet the needs of schools. It is important to understand when the use of EdTech is justified and when it is not.

The benefits of EdTech for schools include access to a variety of resources, improved interaction between students and teachers, and the possibility of personalized learning. Interactive platforms and online courses can enrich the educational process, make it more engaging and adaptable to different learning styles.

However, there are also limitations. Some technologies require significant implementation costs and staff training. Not all students and teachers can use new tools equally effectively, which can lead to inequalities in educational opportunities. Furthermore, excessive use of technology can distract from traditional teaching methods and reduce concentration levels.

Therefore, to successfully integrate EdTech into the educational process, it is necessary to carefully analyze its advantages and disadvantages, and consider the unique needs of each school. It is important to find a balance between traditional methods and digital tools to ensure a high-quality education for all students.

Data on skills is collected exclusively through questionnaires. The monitoring does not include methods for objectively assessing, for example, students' ability to find educational information online. The monitoring process was conducted as follows: Regional and municipal coordinators proposed schools for study. Questionnaires were sent to administrators, teachers, and students. During the second wave of monitoring, 100% of the administration, at least 50% of teachers, and at least 30% of high school students were surveyed at each school. Infrastructure data—what equipment is available, how many computers are connected to the internet, how much of the school is covered by Wi-Fi, and so on—was reported in a separate school passport by the employee responsible for digitalization. Additionally, expert visits were conducted to some of the schools studied, at least one in the region. During these visits, the experts inspected the school (for example, checking whether it had the number of projectors stated in the passport), attended one or two lessons, and interviewed principals and their deputies. The results of the analysis of this qualitative data have not yet been published.

What the two monitoring sections showed

We have collected the key points and main stories that the authors of the study presented at the Inobra seminar and the Moscow International Education Fair (MIEF). The presented survey results largely relate to 2021, which allows for a deeper understanding of current trends and problems in the educational sphere.

Irina Dvoretskaya noted at MIEF that the study was initially based on the hypothesis of significant differences in the situation of various schools. The authors of the monitoring sought to identify and analyze these differences for a deeper understanding of the current situation in the educational sphere.

Schools within the same educational system can vary significantly in their level of development. Some educational institutions focus on computerization and technological updating without making changes to educational materials and teaching methods. At the same time, other schools are beginning to transform their educational activities, moving toward more personalized learning models. These changes may include tailoring programs to the individual needs of students, which promotes more effective knowledge acquisition and skill development. It is important to understand that this evolution of the educational process is key to improving the quality of education in the current context.

Researchers focused on identifying the factors influencing a school's progress in the digitalization process. The analysis revealed differences.

Comparing urban and rural schools is an important aspect of the educational system. Urban schools typically have more modern resources, such as the latest technology, extensive libraries, and a variety of clubs. This creates a favorable environment for student learning and development. At the same time, rural schools often face funding and staffing shortages, which can impact the quality of education.

However, rural schools have their advantages, such as closer connections between students and teachers and a less stressful atmosphere. This can contribute to better learning and the development of social skills in children. It is important to note that each system has its own unique characteristics that can impact the educational process and student outcomes.

When comparing urban and rural schools, it is important to consider both the pros and cons of each. This allows for a deeper understanding of how the educational environment impacts students and what changes may be needed to improve the quality of education in different regions.

Access to digital technology in rural schools remains a pressing issue. According to research, 85% of students in rural areas use their personal devices for learning, while among their urban peers, this figure reaches 92%. Interestingly, more than 25% of students in rural schools believe that their teachers have a higher level of digital proficiency. On average, only 18% of respondents in Russia believe that teachers have the necessary skills. These data highlight the need to improve digital literacy among both students and teachers in rural areas.

According to the data presented in the Monitoring of Education Economics, it is impossible to speak of a uniform average situation for rural schools across the country due to significant regional differences. For example, in the Republic of Ingushetia, there is one classroom computer per 25 students, while in the Magadan Region, this figure is less than two students per computer. This gap highlights the need to consider the unique conditions and resources of each individual school when analyzing the educational situation.

In regions where the digital educational environment (DEE) pilot is underway, a noticeable difference is observed between schools participating in the program and other educational institutions. The digital educational environment provides new learning opportunities, promotes the development of modern skills in students, and improves the quality of the educational process. Importantly, the implementation of the DEE not only increases digital literacy but also creates a more interactive and engaged atmosphere in the classroom. Schools using the Digital Educational System (DES) have access to innovative educational resources and methods, allowing them to be more competitive with traditional educational institutions.

School administrators in the Operational Control Center (DES) regions are more likely to report purchasing paid services or programs in the past year—61% versus 50% in other regions. The proportion of teachers using electronic diaries and other information systems is also 5-7% higher. For students, the difference is even greater: in the DES regions, 83% of students use electronic diaries, while in other regions this figure is 67%. These data highlight the growing trend toward integrating digital technologies into the educational process, which contributes to improving the quality of learning and increasing the engagement of both teachers and students.

Comparison of Moscow and Regional Schools

There is a noticeable difference between Moscow and regional schools in the Russian education system. Moscow schools often offer a wider range of educational programs, modern technologies, and better equipment. This is due to larger budgets and the attraction of highly qualified specialists. At the same time, regional schools face limited resources, which can impact the quality of education and the availability of additional educational services. However, regional schools have their advantages. These institutions offer a more personalized approach to students, as well as opportunities to immerse themselves in local culture and traditions. It is important to note that parents and students should consider these factors when choosing a school. Comparing Moscow and regional schools helps identify the strengths and weaknesses of each system, which in turn allows for an informed choice of the most suitable educational institution. Significant differences in the availability of educational infrastructure, staff, and opportunities for professional development are evident. For example, almost 99% of teachers in Moscow report the availability of Wi-Fi in their schools, while in the Central Federal District of Russia this figure is 83%, and among other regions, only 77%. These data highlight the need to improve educational conditions in various regions.

According to research, 88% of Moscow teachers, when problems with technical equipment and software arise, Teachers seeking assistance with digital technology seek help from the technical specialist responsible for operating the school's equipment. Meanwhile, in the regions of the Central District, this share is only 72%, and in other regions, less than 59%. The main reason for this is not that teachers in the regions prefer to solve problems themselves, but rather the lack of positions for technical specialists in schools. Furthermore, more than 30% of Moscow teachers have completed advanced training courses in digital skills, while in the regions of the Central District, this figure is approximately 11%. These differences highlight the need for improved access to technical support and educational programs for teachers in the regions. Moscow schools are not always significantly ahead of other regions in their use of digital technologies in the educational process. In some respects, they may even lag behind, as, for example, schoolchildren in Russia's Central District more often use the internet to search for educational information. They actively work with digital texts, spreadsheets, and presentations, and also create multimedia objects. This demonstrates a higher level of integration of digital technologies into the educational process in the regions, which can serve as an example for Moscow schools.

There is a difference between schools with a large number of young teachers and other educational institutions. Young teachers bring fresh ideas and modern approaches to teaching, which can positively impact the educational process. Such schools often actively use innovative teaching methods, which promotes deeper student engagement in the learning process. At the same time, schools with fewer young teachers may retain a traditional approach to teaching, which also has its pros and cons. Comparing these two types of schools allows for a better understanding of how the age composition of teachers affects the quality of education and student development.

Schools where the proportion of teachers under 35 exceeds 25% are actively implementing modern programming languages ​​and using digital platforms and applications for teaching mathematics. These institutions demonstrate high results in managing digital technologies and providing high-quality infrastructure. However, as the study's authors point out, it is difficult to definitively determine cause and effect. Perhaps the key role lies not only in the ability of young teachers to master and apply digital technologies, but also in the targeted policies of these schools' management, which emphasize infrastructure upgrades and attracting young specialists.

The analysis revealed that each school has its own unique situation, which does not always depend on region, geographic location, or the composition of the teaching staff. The developers of the monitoring system grouped the schools for which the most comprehensive data was collected into six clusters—from digital leaders to laggards in all areas. Specific recommendations were developed for each cluster, which can be found on page 22. Additionally, each school received an individual monitoring report, allowing for a deeper understanding of its situation and areas for development.

Modern schools actively utilize digital technologies, but these are largely limited to replicating familiar offline learning formats. At the same time, innovative tools available in the digital environment are rarely utilized. This is one of the key findings of the authors' initial analysis of educational practices. The reasons for this situation include a lack of necessary competencies among teachers and the uneven provision of modern technological tools across educational institutions. The researchers note that basic digital-based methods remain the most popular, effectively replacing traditional teaching approaches. However, such methods do not contribute to the development of either digital or meta-subject skills in students, highlighting the need to transition to more modern and effective forms of learning.

This conclusion is based on surveys conducted among teachers and students. These data show that not all high school students actively use digital tools for their studies. According to the survey, 68.3% of students regularly search for educational information online, including for classes and homework. Fifty-one percent of respondents work with texts, spreadsheets, and presentations. This demonstrates the need to improve digital literacy among high school students and integrate modern technologies into the educational process.

The prevalence of specialized tools in the educational process is significantly lower than expected. Less than a third of high school students write texts in foreign languages ​​in digital format or program. Moreover, more than 70% of students report that their education does not include the use of digital sensors, microscopes, or open-source data analysis methods. These facts highlight the need to integrate modern technologies into educational practices to improve the quality of learning and prepare students for the demands of the 21st century.

In a survey among teachers, traditional forms of work were the most popular assignments for schoolchildren. These include listening to and viewing audio and video materials, searching for information, and working with texts, tables, and presentations. These methods promote active learning and develop analytical and critical thinking skills in students.

Schools with varying degrees of digitalization observe a similar situation: even those institutions that actively integrate technology into administrative processes have a significant gap in student use of digital technology. This imbalance highlights the need to improve digital literacy among students and integrate technology into the educational process for more effective learning.

Teaching schoolchildren the basics of online safety is becoming increasingly important. Research shows that this topic is actively discussed in educational institutions. However, it is important to note that the monitoring of teachers and students focused only on whether they talked about online safety, without in-depth analysis of the practical development of necessary skills. The most frequently discussed topics include respectful online communication, caution when posting personal information, the optimal duration of device use, and their use for educational purposes. Meanwhile, important aspects such as installing antivirus software, storing passwords, and protecting personal data are raised less frequently. Interestingly, these technically complex topics are discussed more frequently in rural schools than in urban ones. This underscores the need for a more in-depth approach to teaching online safety to all students, regardless of their educational setting. According to the monitoring data, not all teachers believe that digital technology is useful in their work. 18.4% of teachers surveyed did not see significant benefits from integrating technology into the educational process. However, among those who acknowledged the benefits of digitalization, the main advantage is time savings. This highlights the importance of further research and discussion of the role of digital tools in modern education to improve their effectiveness.

Digitalization of the educational process should facilitate the search for information and the preparation of educational materials. However, monitoring shows that teachers and administrators currently do not feel that their time has been freed up. This underscores the need for more effective implementation of digital technologies in the educational environment so that they truly contribute to the optimization of teachers' work and the improvement of the quality of the educational process.

Administrative tasks in the educational sector are undergoing active digitalization. According to the survey, 57% of principals and their deputies use electronic document management systems, and 62% use collaboration and communication platforms such as Trello and MS Teams. More than 70% of schools, as noted at the seminar, have already digitized core management processes, including financial accounting and student enrollment. However, as the authors of the study emphasize, full-fledged data-driven management and the automation of routine tasks remain challenges of the future.

The volume of bureaucratic reporting continues to increase. According to the survey, 70% of administrators note that the number of reports schools are required to submit for various requests has increased significantly during the pandemic. In regions with centralized education systems, this figure is even higher, reaching 84%. The growing bureaucratic burden on educational institutions requires attention and the search for effective solutions to optimize processes.

The discussion of the monitoring at the Moscow International School of Economics (MISO) emphasizes that the issue of increasing reporting concerns not only school administration but also the majority of teachers. Many of them perform additional responsibilities, such as methodological work, responsibility for various curricular and extracurricular activities, and functions as homeroom teachers. Thus, the increased volume of reporting affects a significant number of teachers, requiring attention to their workload and the potential impact on the educational process.

The monitoring revealed that lack of time is the main barrier for teachers in mastering and using digital technologies. However, approximately 67% of teachers noted that they do not encounter any obstacles in this process. This indicates that many teachers are successfully integrating digital tools into their work, despite existing challenges.

The study found that teachers are actively continuing their education. Over the past three years, 55% of surveyed teachers have completed professional development courses focused on the use of digital technologies. Approximately one-third of these courses were held at regional institutes for professional development across the country. School administrators also confirmed that their schools organize master classes on the implementation of specific technologies, as reported by 89% of principals and their deputies. These data underscore the importance of continuous training and professional development for teachers in the modern educational environment.

The surveyed teachers unanimously noted a lack of practical training in professional development courses. This opinion is supported by monitoring data, according to which 23% of teachers independently seek out additional online courses focused on specific technologies. Furthermore, three-quarters of teachers use informal learning methods, such as participating in events and sharing experiences with colleagues and family. An important trend is the development of in-school learning systems that focus on practical skills. This approach is currently being most actively implemented in Moscow, where about 30% of respondents took courses directly at their schools.

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Teachers choose and master tools for hybrid learning based on various factors, including Technology availability, student needs, and educational goals are all factors that influence the choice of tools. Researching platforms and applications that support both online and in-person learning is a key step. Teachers also consider the ease of use of tools, their functionality, and their ability to integrate with existing educational systems. Additionally, educators consider peer reviews and research demonstrating the effectiveness of certain tools in a hybrid environment. Training in the use of new technologies also plays a key role. Teachers can take professional development courses, participate in webinars, and share experiences with other professionals. It's important to note that the choice of tools depends not only on teacher preferences but also on student needs. Adaptive technologies that allow for individualized learning are becoming increasingly popular. Ultimately, the successful implementation of tools for hybrid learning requires ongoing analysis of their effectiveness and a willingness to adapt to changes in the educational process. Most teachers are unaware of the existence of a digital transformation plan or program in their school. Of those who are aware of such a plan, less than half were involved in its development. Furthermore, in a third of cases where digitalization is documented, the plan was created between 2015 and 2017, making it clearly outdated. Regional and municipal strategies for digitalization of education often fail to take into account local specifics, as noted by Sergey Zair-Bek, a leading expert at the A.A. Pinsky Center for General and Supplementary Education at the Higher School of Economics. This underscores the need to update approaches to digitalization in educational institutions and develop relevant strategies that meet modern requirements and realities.

Regional approaches to planning and implementing digital transformation measures reflect federal policy and are not always sufficiently differentiated across regions. While some differentiation is observed, it is still insufficient. The situation is even more complex at the municipal level, as it serves as the executive relay point, transmitting regional initiatives to educational institutions. This highlights the need for a more flexible and adaptive approach to digital transformation, tailored to the specific needs of each region.

The monitoring developers consider funding for digitalization in education to be insufficient. The bulk of allocated funds is spent on infrastructure upgrades, which prevents significant improvements in staffing. Although 93% of schools have a staff member responsible for digitalization, in 33% of cases, this role is filled by a computer science teacher, who is otherwise overwhelmed by other, higher-priority tasks. In many educational institutions, digitalization responsibilities are shifted to deputy directors for educational work, which also leads to overlapping responsibilities. This creates additional challenges for the effective digitalization of the educational process.

Problems with technical support and infrastructure quality may be related to the growing trend of teachers and students using personal devices and mobile internet. This phenomenon highlights the need for improved technical support and reliable infrastructure for effective learning. As students and teachers increasingly use their own devices to access educational resources, it is important for educational institutions to provide a stable internet connection and technical support. This approach will not only improve the quality of education but also create a comfortable learning environment.

Almost 66% of students aware of the availability of Wi-Fi at school and able to connect to it do not use it. This raises serious doubts about the effectiveness of content whitelisting and blocking of unwanted resources in educational institutions. While at school, students can access the regular Internet, which is not protected from access to harmful sites, instead of the specially prepared "white Internet."

In In Moscow, more than half of teachers (58%), in the Central District (54%), and in other regions (56%) use mobile internet during classes, preferring it to Wi-Fi, despite the latter being available in schools. At the same time, many teachers actively use personal devices such as smartphones, tablets, and laptops. According to spring 2021 data, less than 12% of teachers reported never using their own devices in class. This is despite the fact that more than 97% of teachers in all regions have access to school computers to complete their professional tasks. The reasons for this situation require further research. One possible reason is outdated equipment in schools and insufficient internet speed. Expert field visits revealed that the average connection speed for desktop computers is 62 Mbps, and for Wi-Fi, 33 Mbps. These figures are lower than the standards established under the national Education project, but they are not necessarily bad. New equipment, including computers and laptops, was purchased on average between 2017 and 2019. However, there are schools whose equipment hasn't been updated since the 1990s, as Irina Dvoretskaya noted at a seminar. Updating equipment and improving internet connection quality are important factors for improving the educational process.

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The Ministry of Education announced that all schools in the country are now connected to high-speed internet. This significant achievement provides educational institutions with access to modern digital resources and online education. Internet connectivity will allow students and teachers to use new technologies in the educational process, improving the quality of education. High-speed internet will open up new opportunities for distance learning and access to educational platforms, which is especially relevant in the face of modern challenges. Now, every school will be able to integrate digital tools into everyday learning, which will positively impact students' knowledge and skills.

The MMSO conference discussed the important topic of using technology in the educational process. Despite the availability of desktop computers for teachers in classrooms, many teachers prefer to use their laptops to prepare lesson materials. This is due to the fact that in some schools, especially during the pandemic, the classroom system was abandoned, and teachers now move between classrooms. In such circumstances, a laptop proves to be a more convenient and mobile solution than a desktop computer.

The issue of equipping Russian schools with modern gadgets remains relevant. Currently, the ratio of computer equipment to the number of students in schools lags significantly behind the ideal, where each student is provided with their own workstation. According to research conducted in 2021, the educational institutions surveyed have an average of 27 computers and laptops per school. At the same time, the use of students' personal devices in the educational process remains rare: 38% of Moscow teachers, 36% of teachers in the Central District, and 44% in other regions said they never ask students to use their devices in class. Moreover, 44% of school administrators only allow the use of personal devices during breaks. Bans on the use of mobile devices during school hours appear to be ineffective: 31% of high school students admitted to using smartphones primarily for entertainment, but it is not specified whether this occurs only during breaks or also during classes. It is worth noting that, since 2021, Sanitary Rules and Regulations (SanPiN) have been in effect, prohibiting the use of mobile phones in the educational process. This situation requires attention, as integrating technology into education can significantly improve the quality of education.

Monitoring system developers propose the BYOD (Bring Your Own Device) and BYOT (Bring Your Own Technology) approaches, which have already proven successful in other countries. Integrating smartphones and other student gadgets into the educational process can significantly improve learning. However, as previous studies show, this approach is not always applicable. In regions with inadequate school equipment and low family incomes, such an initiative may be ineffective. Furthermore, government policy is currently focused on modernizing educational institutions, indicating a lack of readiness to implement BYOD/BYOT technologies in the domestic education system.

Are high school students tired of digital technology?

The results of a survey of high school students conducted as part of the monitoring revealed a decrease in the number of students who believe that digital technology contributes to a better understanding of educational material. If in the fall of 2020, more than 68% of respondents expressed this point of view, then in the spring of 2021, this figure dropped to 60%. The authors of the study concluded that schoolchildren may be disillusioned with digital technology and are tired of using it. However, it is difficult to draw definitive conclusions because the second survey was conducted at the end of the school year, and this fatigue may be related not only to technology but also to the general stress of the educational process. In addition, it is worth considering changes in the composition of respondents.

Developers of monitoring systems have not yet managed to accurately measure a number of factors associated with the use of digital technologies in the educational process. One of the challenges is the ambiguity of the terms used by high school students. For example, how do they interpret statements like "Digital technologies reduce the time spent on homework" or "Teachers discourage the use of digital technologies in educational activities"? Perhaps students associate this with using ready-made solutions or cheating. In this case, the decline in the number of students viewing digital technologies as a way to optimize homework time could be a positive sign for educational institutions. This underscores the importance of clearly understanding the role of digital tools in the educational process and their impact on educational outcomes.

Digitalization has a significant impact on the learning process, but the question of how exactly it affects educational outcomes remains unresolved. Access to data on student achievement is limited, making it difficult to analyze this connection. Dvoretskaya noted that the monitoring failed to identify a clear correlation between the use of digital tools and improved academic performance. This highlights the need for further research into the impact of digitalization on the educational process and learning outcomes. Monitoring the digital transformation of schools offers numerous avenues for development and improvement. The future of this tool remains uncertain, as a new wave of monitoring has not yet been announced. It is important to emphasize that the effectiveness and relevance of monitoring depend on the continuous updating of methods and tools, which allows educational institutions to adapt to the rapidly changing technological environment. Integrating modern technologies and approaches into the educational process is key to the successful digital transformation of schools. Rework the text, maintaining the main topic and avoiding unnecessary information. Optimize it for SEO, although you can slightly expand the content. Avoid using emojis and unnecessary symbols, and do not add sections with numbers or bullets. Simply present the plain text.

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