MODERN TECHNOLOGIES IN TEACHING PSYCHOLOGY

The rapid development of digital technologies is reshaping the aims, methods, and learning environments of psychology education. Contemporary psychology teaching increasingly combines established pedagogical principles with learning management systems, multimedia resources, simulations, collaborative platforms, learning analytics, and carefully governed applications of artificial intelligence. This article examines how modern technologies can support the teaching of psychology in higher education while preserving the discipline’s emphasis on evidence, ethical reflection, human interaction, and critical interpretation. The study uses a structured narrative review and conceptual analysis of research on educational technology, multimedia learning, self-regulated learning, online and blended education, simulation, and artificial intelligence in education. The literature is organized around five instructional functions: representation of psychological concepts, active and collaborative learning, experiential practice, feedback and assessment, and personalization. The analysis suggests that technology is most educationally valuable when it is aligned with explicit learning outcomes and integrated into a coherent instructional design rather than introduced as an end in itself. Digital case studies, interactive experiments, structured discussion, reflective e-portfolios, and low-stakes formative assessment can make abstract concepts more observable and help students connect theory with practical situations. At the same time, digital delivery creates risks related to superficial engagement, unequal access, privacy, algorithmic bias, overreliance on automated feedback, and the inappropriate simulation of clinical or sensitive situations. The article proposes a technology-enhanced framework for psychology teaching based on pedagogical alignment, active participation, ethical safeguards, accessibility, and continuous evaluation. It concludes that modern technologies should augment—not replace—professional teaching, interpersonal dialogue, and methodologically sound psychological inquiry.