INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION: HISTORICAL PREREQUISITES AND STAGES OF IMPLEMENTATION

The article highlights the historical prerequisites and key stages in the integration of information and communication technologies (ICT) into the educational process. The relevance of this topic is substantiated in the context of the ongoing digitalization of society and the consequent transformation of educational approaches. The aim of the study is to analyze the development of technical teaching aids (TTA) as a foundation for the evolution of modern ICT in education and to identify patterns in their spreading within a historical and pedagogical framework. A retrospective historical-pedagogical method has been employed, enabling an exploration of the evolution of educational technologies–from mechanical teaching devices and “magic lanterns” to the advent of personal computers, multimedia tools, and digital platforms. The study draws upon an analysis of regulatory documents, methodological guidelines, and examples of educational practice from the 20th and 21st centuries, including the use of educational films, slide projection, language laboratories, programmed instruction, automated knowledge assessment systems, and electronic educational resources. The findings indicate that ICT in education emerged through a gradual process of technological advancement, which was accompanied by changes in educational content, the teacher’s role, instructional methods, and organizational forms of learning. The study considers both domestic and international experiences in ICT implementation, notably the development of educational television, distance learning, and the integration of VR and AR technologies and artificial intelligence into educational contexts. It is concluded that a historical reflection on the implementation of TTA contributes to a deeper understanding of the trends shaping the digitalization of modern education and supports the development of evidence-based approaches to cultivating teachers’ digital competence, particularly their readiness to effectively utilize ICT in professional practice. The results of this study may inform the design of professional development programs for educators, with consideration for the stages and regularities of ICT development within pedagogical practice.