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DIGITAL SOFTWARE AS A MEANS OF IMPROVING THE
QUALITY OF PHYSICS EDUCATION
Y.Sh. Duso
Physics eache , Depa men o Exac and Na u al Sciences, Mili a y Academic Lyceum “Young
Bo de Gua d”
h ps://doi.o g/10.5281/zenodo.17538907
Abs ac . In his a icle, Digi al Educa ional Technologies a e unde s ood as echnologies
o managing he design, o ganiza ion, moni o ing, e alua ion and indi idualiza ion o
educa ional p ocesses based on mode n digi al ools such as compu e s, he In e ne , mobile
de ices, a i icial in elligence, mul imedia, cloud pla o ms, AR/VR (augmen ed and i ual
eali y). These ools ede ine he adi ional oles be ween he eache and he s uden , o ming
he s uden no as a consume o knowledge, bu as a c ea o o knowledge. The ole o digi al
echnologies in he mode n educa ion sys em is inc easingly inc easing. Digi al educa ional
echnologies a e an impo an ool in making he lea ning p ocess mo e in e ac i e, e ec i e and
indi idually ocused. I is a gued ha hey p o ide an oppo uni y no only o unde s and
knowledge, bu also o consolida e i h ough expe ience, simula ion and isual ma e ials.
Keywo ds: digi al, echnology, compu e , in e ne , mobile, de ices, a i icial in elligence,
mul imedia, cloud pla o ms, in e ac i e, indi idual.
INTRODUCTION. In he global educa ion sys em, he in eg a ion o science and
p oduc ion, he imp o emen o he educa ional p ocess h ough digi al so wa e ools, he
expansion o s uden s’ oppo uni ies o independen lea ning, and he accele a ion o he lea ning
p ocess h ough he in oduc ion o dis ance educa ion echnologies ha e been iden i ied as p io i y
asks. In pa icula , wi hin he amewo k o he Uni ed Na ions Sus ainable De elopmen Goals
(SDGs) 2030, ensu ing inclusi e and equi able quali y educa ion has been de ined as a majo
objec i e. The documen emphasizes he de elopmen o educa ion based on mode n echnologies
and he expansion o lea ning oppo uni ies o all ages: “Ensu e inclusi e and equi able quali y
educa ion and p omo e li elong lea ning oppo uni ies o all.”
Wo ldwide, he e is an inc easing implemen a ion o independen lea ning models
(Simula ions), dis ance lea ning sys ems such as Moodle, Ilias, Dokeos, and o he s. In he con ex
o he in o ma ion-educa ional en i onmen (e-lea ning), he con inui y and p ac ical o ien a ion
o educa ion, he de elopmen o lea ne s’ c ea i e abili ies, and he enhancemen o hei
eadiness o inno a i e p o essional ac i i y a e gaining impo ance. Consequen ly, he
imp o emen o me hods o using educa ional so wa e ools has become a key ac o , as digi al
so wa e se es as an essen ial means o imp o ing he quali y o physics educa ion.
LITERATURE REVIEW AND METHODOLOGY. In ecen yea s, p io i y asks ha e
been se in Uzbekis an o “c ea e new ex books and al e na i e ma e ials o academic lyceums
specializing in ad anced physics educa ion based on imp o ed cu icula, and o enew ma e ial,
echnical, labo a o y, and ins uc ional esou ces.” The implemen a ion o educa ional so wa e
ools and p oblem-based eaching echnologies in eaching he sec ion “Quan um Physics” plays a
signi ican ole in de eloping s uden s’ c i ical hinking skills.
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M. Dzhu aye ’s ex book “Me hods o Teaching Physics (Gene al Issues)” aims o
imp o e he quali y o aining physics eache s wi hin he con inuous educa ion sys em and is
ega ded as one o he mode n wo ks in his ield. The manual, based on he s a e educa ional
s anda ds o he “Quan um Physics” p og am, p o ides aluable me hodological insigh s. In his
esea ch, D. M. Ismoilo conduc s a me hodological analysis o quan um physics as a undamen al
physical heo y. A. Kholma o and G. Ka imo a p opose inno a i e me hods o eaching physics,
while D. S. Sha ipo a ocuses on me hodological analysis in his a ea, en iching he heo e ical
ounda ion o he p esen s udy. Mo eo e , M. Kh. Islomo a and A. Ka imo ha e sugges ed new
app oaches o eaching physics using mobile applica ions, simula ions, and anima ions.
RESULTS. The e iewed disse a ions e eal he pedagogical condi ions and didac ic
possibili ies o enhancing p o essional-pedagogical c ea i i y. They also iden i y he na u e and
indica o s o s uden s’ compe encies in physics, and p opose an inno a i e me hodology o
eaching opics ela ed o na u al and al e na i e ene gy sou ces wi hin an in eg a ed media-
educa ion sys em. Fu he mo e, he s udies desc ibe how he s ages o p o essional p epa a ion in
physics lessons a e summa ized and expanded, wi h empi ical concep s and sys ema ic app oaches
o di ec ing p ac ical and heo e ical knowledge suppo ed by well-de eloped in o ma ion-
me hodological esou ces. A he same ime, mode n pedagogical app oaches—such as p oblem-
based lea ning, in e ac i e me hods, and p ojec -based ins uc ion—a e inc easingly being applied
in eaching physics. These app oaches con ibu e o de eloping s uden s’ c i ical hinking,
esea ch, collabo a ion, communica ion, and p oblem-sol ing skills, he eby s eng hening hei
o e all lea ning expe ience.
Howe e , an analysis o he educa ional p ocess shows ha no all lyceums a e equally
equipped wi h mode n lea ning echnologies, i ual labo a o ies, and in e ac i e pla o ms. This
si ua ion c ea es ce ain di icul ies, especially in explaining opics such as quan um physics
h ough isualiza ion, modeling, and expe imen a ion. The in oduc ion o mode n lea ning
pla o ms, simula ion ools, and elec onic ex books and applica ions based on he STEAM
app oach can help add ess hese needs and se e as a solu ion o p essing educa ional challenges.
DISCUSSION. In he mode n educa ion sys em, he ole o digi al echnologies is s eadily
inc easing. Digi al lea ning echnologies a e essen ial ools o making he educa ional p ocess
mo e in e ac i e, e icien , and indi idually o ien ed. They p o ide oppo uni ies no only o
unde s and knowledge bu also o ein o ce i h ough expe imen s, simula ions, and isual
ma e ials.
Classi ica ion o digi al echnologies:
1. Pla o m-based sys ems:
Dis ance lea ning pla o ms (Moodle, Google Class oom, Cou se a)
Vi ual labo a o ies (PhET In e ac i e Simula ions, Labs e )
2. In e ac i e ools:
Visual p esen a ion ools (P ezi, Can a)
Simula ions and anima ions (PhET, Algodoo)
3. Assessmen sys ems:
Online es s and quizzes (Kahoo , Quizizz, Men ime e )
4. AI-based eaching ools: Sys ems o e ing indi idualized lea ning algo i hms (Soc a ic,
Khanmigo)
5. AR/VR echnologies: Vi ual eali y lessons (Google Expedi ions, ClassVR)
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Table 1. Ad an ages o Digi al Lea ning Technologies
Type o echnology
Ad an ages
Vi ual labo a o ies
Oppo uni y o conduc p ac ical expe imen s
Online assessmen
ools
Ins an and au oma ed con ol and analysis
A i icial in elligence
Indi idual app oach and adap i e lea ning
Mobile applica ions
Con enience, accessibili y any ime and anywhe e
AR/VR echnologies
Deep unde s anding o he opic h ough he e ec o
ealism
When we hea he e m so wa e, we usually imagine p ocesses ca ied ou wi h he help
o a compu e . I is di icul o imagine any ac i i y in oday’s wo ld wi hou he In e ne . Compu e
and In e ne — one canno exis wi hou he o he . Be o e accessing he In e ne , a compu e mus
ha e he necessa y so wa e ins alled. The main p og am o wo king on he global ne wo k is
called a “b owse ,” and nowadays, many such b owse s ha e been de eloped by specialis s. Fo
example:
In he Windows ope a ing sys em, his unc ion is pe o med by he “In e ne Explo e ”
(IE) p og am;
The “Ope a” b owse , which is known o loading web pages as e and ha ing a mo e
use - iendly in e ace han In e ne Explo e ;
The “Fi eFox” b owse , which also has many ad an ages o e IE;
Va ious download manage p og ams (ReGe , FlashGe , Ge Righ );
Mic oso O ice p og ams (Wo d, Excel, Powe Poin );
The Ac oba Reade p og am ( o iewing “PDF” iles);
The WinDjView p og am ( o iewing “dj u” iles);
A chi e p og ams such as WinZip and WinRa ;
T ansla ion p og ams such as P omp , Soc a , S ylus, and Spells.
The e a e many mo e simila compu e p og ams ha could be lis ed. Mo eo e , each
compu e p og am has a speci ic pu pose and meaning acco ding o i s unc ion. So wa e is being
de eloped o all sec o s o he na ional economy, and i is now impossible o imagine he ope a ion
o any ield wi hou hem. Ac i i ies o ganized on he basis o compu e p og ams a e e e ed o
as so wa e-based ac i i ies.
The gene al asks and di ec ions o so wa e ools include:
C ea ing a uni ied elec onic da abase o so wa e de elope s in ou coun y and suppo ing
alen ed young p og amme s who a e engaged in de eloping p omising p ojec s and
inno a i e compu e echnologies;
Fo ming a da abase o na ional so wa e p oduc s and p o iding in o ma ion abou he s a e
and po en ial o he so wa e p oduc ion ma ke in ou coun y.
So wa e ools a e a logically o ganized se o ope a ions, commands, and da a p esen ed
in an algo i hmic language, in ended o be execu ed on a compu e o achie e a speci ic esul .
So wa e is a ool designed o pe o m a ce ain ype o ask on a compu e . I is so wa e
ha ans o med he compu e om “ba e me al” in o an “in elligen de ice.” So wa e includes
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all he p og ams used by a compu e . In English, he e m so wa e is de i ed om “so ” (meaning
lexible) and “wa e” (meaning p oduc ). So wa e is di ided in o h ee main g oups:
1. Sys em so wa e – includes p og ams ha pe o m a ious auxilia y unc ions, such as
Task Manage (a ailable in Windows OS);
2. Applica ion so wa e – includes p og ams designed o p ocess and handle da a in a
speci ic ield o use, o example: Mic oso O ice, Adobe CC;
3. P og amming so wa e – includes p og ams used o de eloping and w i ing o he
so wa e.
Technology now assis s wi h compu ing, easoning, and wo king wi h all kinds o da a se s.
Below a e he main ypes o sys em so wa e o compu e s, along wi h hei b ie desc ip ions.
Any mode n compu e —whe he a desk op, lap op, o se e —ope a es on he same undamen al
p inciple. I unnecessa y elemen s a e emo ed, e e y p og am, e en he simples one, is buil
acco ding o a simila algo i hm. Ac ions mus be pe o med s ep by s ep, whe e each nex s age
begins only a e he p e ious one is comple ed. Cha ac e s en e ed om he keyboa d appea on
he sc een; a e he use issues a p in command, he p in e s a s p in ing hem on pape ; and
a e a o mula is en e ed, calcula ions a e au oma ically execu ed.
E e y s ep is p e-p og ammed and ep esen s a command o he compu e , while he
collec ion o hese s eps is ep esen ed by code, which o ms a p og am. Specialis s who de elop
and cus omize so wa e a e known as p og amme s. They can con ol a pe sonal compu e wi h a
single line o code ha con ains encoded da a segmen s. A speci ic sequence o cha ac e s can s a
music playback, send a documen o p in , o open a pa icula webpage on he In e ne . The
peculia i y o mode n so wa e lies in he ac ha a wide a ie y o p og ams wi h di e en
unc ions cons an ly ope a e and in e ac wi hin a compu e sys em. The e a e p og ams ha
pe o m a i hme ic calcula ions, c ea e cha s, d aw diag ams, o help use s s ay connec ed ia
email o messaging. Howe e , no hing ope a es independen ly — e e y hing unc ions unde he
con ol o he ope a ing sys em.
La ge au oma ic p oduc ion machines, compu e s, and o he complex mechanisms
ypically wo k in a mode ha epea s he same algo i hm con inuously. Howe e , o a pe sonal
compu e , epea ing he same command endlessly is imp ac ical. So wa e ypes a e de ined by
hei unc ional signi icance. Wi hou an ope a ing sys em, all unc ions and algo i hms would
ha e o be combined in o a single massi e code, equi ing eno mous ime and e o . The ope a ing
sys em akes on mos ou ine asks and allows use s o wo k in a mul i asking mode. As a esul ,
om wo o an unlimi ed numbe o edi o s o isualize s can un simul aneously.
CONCLUSION. Digi al so wa e has become a powe ul ans o ma ional ool in
enhancing he quali y o physics educa ion. I no only makes he lea ning p ocess mo e in e ac i e,
isual, and pa icipa o y bu also signi ican ly imp o es s uden s’ comp ehension, independen
hinking, and analy ical skills. Wi h he help o mode n AR/VR echnologies, AI-based sys ems,
i ual labo a o ies, and in e ac i e simula ions, i is now possible o each complex opics such as
quan um physics in an engaging and comp ehensible way. Global expe ience and scien i ic-
heo e ical esea ch con i m he e ec i eness o hese ools. The e o e, in eg a ing digi al so wa e
in o physics educa ion is no me ely a end o he imes—i has become a necessa y s age ha
ensu es dep h, con inui y, and e ec i eness in he lea ning p ocess.
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