The article examines the development of pupils’ lexical competence in English lessons at general secondary schools by means of digital tools. The concept of lexical competence is analysed on the basis of the views of I.S.P. Nation, N. Schmitt and S. Thornbury, and the form, meaning and use aspects of knowing a word are distinguished. The processes of noticing, retrieval and creative use of a word, together with the spacing effect and the involvement load hypothesis, are justified as the theoretical basis for selecting digital tools. Drawing on her own pedagogical observations, the author proposes a methodological model for using digital tools in line with the stages of word learning. The role of digital flashcards, online quizzes, interactive exercises and learner-created digital products at each stage is presented in table form. Problems of using digital tools are also discussed, including unequal access to devices, distraction from learning goals caused by game elements and the risk of memorising words out of context. The conclusion offers practical recommendations for English language teachers.

This article analyzes the role of innovative pedagogical technologies in primary education and their effectiveness in improving students’ academic achievement, motivation, and engagement. The study focuses on modern teaching approaches such as problem-based learning, gamification, digital learning tools, and differentiated instruction. The findings reveal that the use of innovative technologies significantly enhances students’ critical thinking, creativity, collaboration, and independent learning skills. The article emphasizes the importance of student-centered approaches and the integration of technology in modern education systems.

This article analyzes the impact of modern educational technologies—specifically gamification and microlearning modules—on learners' motivation in the process of teaching foreign languages. An experimental study was conducted involving university students, comparing the outcomes of traditional teaching approaches with those of gamified microlearning methods. The results indicate that the integration of gamification and microlearning enhances interest in education, increases active participation, and fosters independent learning among students.