On some methodological problems of digital transformation of education

The purpose of the article is to consider the main directions of digital transformation of education and methodological problems arising in this process. The analysis of the literature shows that pedagogical science does not keep pace with the rapid process of digital transformation of education, a unified methodological base has not been developed, there is no common understanding of this process in the scientific community and of new scientific terms that are being formed in this process. There is also no scientific justification for the ongoing changes in education. Continuous process of reforming, modernization, improvement of educational systems does not yield results, but leads to accumulation of fatigue of teachers from reforms, emergence of psychophysiological and methodical problems in training. When reforming the content of education, mistakes are made associated with insufficient reliance on fundamental pedagogical knowledge, lack of balance between traditions and innovations in education. The emerging problems can be solved only as a result of the development of a common methodological framework and common scientific approaches in the digital transformation of education.