this thesis analyzes the experience of digitalizing primary education in the United Kingdom and the United States and evaluates how these practices affect educational quality and learning effectiveness. The study employs comparative and analytical methods to interpret policy documents, assessment approaches, and school-level implementation models. The scientific novelty of the research lies in identifying transferable mechanisms for ensuring educational quality in primary grades and proposing conditions for adapting them to educational systems focused on measurable learning outcomes
Ruzmetova et al. (Tue,) studied this question.