IntroductionThe aim of the study was to assess the association between the integration of digital technologies and the learning outcomes, motivation, and cognitive development of students in the Faculty of Education.MethodsThe study employed a quasi-experimental pedagogical design using standardised testing before and after the implementation of IT tools, participant surveys, and comparative analysis between the experimental and control groups. Complete pre- and post-test data were available for 38 students in the experimental group and 37 students in the control group.Results:Statistically significant positive changes were observed following the implementation of Moodle, Google Docs, and Jamboard in the learning process. Their use was associated with increased student engagement, improved formative assessment, and the development of skills such as self-regulation, analytical thinking, and critical evaluation. The proportion of students in the experimental group demonstrating a high level of theoretical understanding of pedagogical concepts increased from 13.2% to 31.6%, while the proportion demonstrating a high level of ability to apply knowledge in practice increased from 10.5% to 28.9%. The most noticeable positive changes occurred in analytical thinking (from 10.5% to 31.6%) and critical evaluation (from 10.5% to 34.2%) (all within-group McNemar tests, p ≤ 0.011; between-group χ² tests, p ≤ 0.008). At the same time, the proportion of students with low levels in these areas decreased substantially. In contrast, the control group showed only minor and non-significant improvements. The survey (n = 40) revealed that 82.5% of students rated the convenience of digital platforms positively, over 80% reported increased motivation to study, and 70% reported improved cooperation with their peers.DiscussionThe findings suggest that a structured digital learning environment is associated with improved academic outcomes and the development of key cognitive skills among students in higher pedagogical education. The practical significance of the study lies in the potential to expand the use of digital solutions in higher pedagogical education and to inform strategies for the digital transformation of the educational process.