FORMATION OF STUDENTS' INDEPENDENT LEARNING STRATEGIES THROUGH DIGITAL TECHNOLOGIES: THEORY AND PRACTICE

Abstract

This article examines the theoretical foundations and practical aspects of developing students' independent learning strategies through digital technologies. Based on constructivist theories (Piaget, Vygotsky), self-regulated learning (Zimmerman), and 
the concept of distributed cognition, the study explores how digital tools such as adaptive learning systems, artificial intelligence, learning management systems, and electronic portfolios facilitate the development of metacognitive skills, planning, and monitoring. 
The research emphasizes the transformation of the teacher’s role from knowledge transmitter to facilitator and mentor. Practical recommendations include implementing the flipped classroom model, using gamification methods, and developing digital competence among students and teachers. The article also discusses challenges such as the digital divide and superficial information processing, offering systematic solutions. The results show that effective integration of digital technologies into the educational process significantly enhances students’ lifelong learning and self-directed learning abilities.