THEORETICAL FOUNDATIONS FOR DEVELOPING THE EDUCATION SYSTEM BASED ON DIGITAL TECHNOLOGIES

This article explores the theoretical foundations for advancing the education system through digital technologies, with a specific focus on physics instruction in pedagogical higher education institutions in Uzbekistan. The study addresses the pressing need for discipline-specific strategies that align digital transformation with curriculum standards, technological infrastructure, and educator competencies. By integrating insights from educational theory—particularly constructivism and the TPACK framework—with empirical data collected through expert interviews and case analysis of digital tools, the research proposes a three-tiered model for effective digital integration. This model includes pedagogical alignment, curriculum-based tool selection, and strategic teacher training. The results demonstrate that tools such as PhET and Physics at School offer high levels of curriculum compatibility and usability, while highlighting challenges related to advanced topic coverage and teacher readiness. The study contributes to the development of a structured roadmap for modernizing physics education in Uzbekistan, emphasizing the importance of locally adapted, theory-driven approaches to educational innovation.