THE PEDAGOGICAL SIGNIFICANCE OF ORGANIZING INTERACTIVE LESSONS BASED ON DIGITAL TECHNOLOGIES

This article investigates the pedagogical significance of digitally supported interactive lessons and proposes a research-informed approach to their planning and evaluation. Rather than equating interactivity with screen use or frequent clicking, it conceptualizes interactive teaching as purposeful engagement in questioning, explanation, problem solving, collaboration, feedback, and reflection. The analysis integrates constructive alignment, the Technological Pedagogical Content Knowledge framework, the ICAP model of cognitive engagement, formative assessment principles, and inclusive learning design. A six-stage instructional cycle is proposed: activation, inquiry, collaborative construction, application, formative feedback, and reflection. An illustrative 60-minute teacher-education lesson shows how digital tools can support the stages while retaining essential face-to-face dialogue. A comparative matrix identifies relationships among instructional technologies, student actions, and assessment evidence. The discussion addresses learner agency, cognitive overload, digital inequality, accessibility, data protection, and the responsible use of artificial intelligence. The contribution is conceptual and methodological; it offers operational criteria for lesson quality and directions for future classroom evaluation, but it does not claim experimentally verified improvements. The central conclusion is that digital interactivity has pedagogical value only when it produces observable, cognitively meaningful learner activity.