Digital educational technologies as a factor in the development of teacher professional motivation amidst educational transformation

this article presents a theoretical analysis of the impact of digital educational technologies (DETs) on the structure and content of teacher professional motivation. In the context of the global transformation of education, associated with the shift towards personalized and activity-based learning models, teachers' traditional motivational frameworks are facing significant challenges. The author argues that DETs are evolving beyond being mere instrumental tools to become a system-shaping factor that creates a new motivational environment. The paper examines the mechanisms by which these technologies influence both extrinsic and, crucially, intrinsic motives for pedagogical activity, such as the need for professional growth, creative self-realization, autonomy, and perceived competence. It is concluded that the deliberate integration of DETs into teacher training and continuous professional development is a key condition for fostering sustainable teacher motivation adequate to the challenges of the 21st century.

professional motivation, digital educational technologies, educational transformation, pre-service teacher, professional development, intrinsic motivation, pedagogical activity