THE CONCEPT, STRUCTURE AND DIDACTIC POSSIBILITIES OF THE DIGITAL LEARNING ENVIRONMENT
This article provides a comprehensive theoretical and empirical examination of the concept, structural components, and didactic
possibilities of the digital educational environment (DEE). An in-depth analysis of definitions proposed by leading domestic and foreign
researchers is conducted, and an integrative author’s definition is developed. The structural model of the DEE is elaborated, encompassing
technological, methodological, content and communication subsystems. The didactic possibilities — interactivity, adaptivity, multimedia
richness, accessibility and data-driven feedback — are substantiated with empirical evidence drawn from higher education institutions in
Uzbekistan (2022–2024) and international reports by UNESCO and OECD. A four-component didactic matrix is proposed.
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