Digital transformation of computer science teaching: contemporary pedagogical models and practices

Abstract

Digital transformation is reshaping computer science teaching. The task is no longer limited to disseminating knowledge; the focus shifts toward developing deep digital and algorithmic competencies. This article examines contemporary pedagogical models and practices that support the effective integration of digital technologies into the educational process. The analysis relies on a systems perspective. It addresses blended learning. It also considers the flipped classroom model, project-based learning, problem-based learning, and adaptive learning using intelligent educational systems. Particular attention is paid to the practical aspects of implementing virtual laboratories, gamification elements, and cloud-based collaboration tools. The critical importance of developing teachers' digital pedagogical competence, providing high-quality methodological support, and creating a flexible institutional environment that fosters innovation is substantiated. It is shown that a seamless combination of active learning methods with modern digital tools significantly increases student engagement, promotes deeper learning, and ensures high professional readiness of graduates. The results of this work can be used to modernize curricula and develop methodological recommendations for teachers in the digital economy.