Abstract
The article is dedicated to assessing the impact of digitalization on educational practices and the professional activities of teachers. The aim of the study was to analyze primary data collected from the teaching community to identify the current level of digital competencies, the nature of the use of digital tools and artificial intelligence (AI) technologies, as well as their influence on the educational process and student outcomes. The research methodology included a quantitative and qualitative survey of 832 teachers from various educational institutions, conducted through an online questionnaire. The data collection covered demographic characteristics of the respondents, the frequency of use of digital tools (MS Office, Kahoot) and AI (ChatGPT, Gemini), the use of digital technologies in the classroom (interactive testing, AR), subjective assessment of their impact on student motivation and performance, as well as the need for professional development. The results of the study revealed active integration of digital tools, with MS Office being the most commonly used and growing popularity of AI tools. Teachers noted a significant increase in student engagement (84.6%) and improvement in content comprehension due to digitalization. However, despite the overall positive trend, 4.4% of respondents indicated negative aspects, such as decreased comprehension or increased time costs. A high level of interest in mastering interactive tasks, AR technologies, and AI wasidentified among educators, confirming the demand for continued professional development. The obtained data provide an empirical basis for the development of targeted training programs and the optimization ofstrategies for integrating digital technologies into the educational environment.