Цифрові Освітні Технології Як Засіб Розвитку Навчальної Мотивації Майбутніх Педагогів

This article provides a theoretical justification and experimental investigation of the potential of digital educational technologies as a means of developing the learning motivation of future teachers. The relevance of this study stems from the digital transformation of education and the need to identify pedagogically sound methods for stimulating cognitive activity, independence, and professional orientation among students. The article clarifies the essence of the concepts «educational technology», «digital educational technologies» and «learning motivation» and identifies their interrelationship within the system of professional training for future teachers. Based on a theoretical analysis, six groups of digital educational technologies have been systematized: interactive survey and testing technologies; digital collaboration technologies; multimedia and presentation technologies; technologies for creating digital educational content; gaming and gamified technologies; and artificial intelligence technologies. Their motivational potential has been identified, and the mechanism of their motivational impact has been substantiated through arousing interest, stimulating activity, providing feedback, fostering awareness of results, and promoting internal acceptance of educational goals. The authors propose a classification of the motivational functions of digital educational technologies, which includes the motivational, cognitive, activity-based, communicative, personalization, and reflective-outcome functions. An experimental study was conducted in 2025-2026 using a questionnaire survey involving 58 students majoring in education at Vasyl Stefanyk Carpathian National University. The study found that digital educational technologies have a positive impact on students’ interest in educational activities, cognitive curiosity, independence, active participation in practical classes, and the desire for professional self-development. The study substantiates the feasibility of systematically integrating digital educational technologies into the professional training of future teachers and identifies prospects for further research into the pedagogical conditions for their effective use.