The educational potential of Microsoft Teams: іntegrating digital tools for effective learning in modern higher education

Abstract

Abstract: Purpose. The purpose of the article is to conduct a comprehensive study of the pedagogical potential of the Microsoft Teams platform in higher education in terms of its impact on the organization of the educational process, learning outcomes, motivational components, the development of collaborative and communicative skills of students, as well as ensuring inclusiveness and universal access to educational resources. Methods. The study applies a comparative and analytical approach that combines the review of scientific sources, the analysis of current practices of Microsoft Teams implementation in higher education institutions, and the synthesis of pedagogical strategies integrated into the digital environment. Structural and functional analysis was used to identify the key educational opportunities of the platform, while content analysis and critical evaluation methods were applied to highlight problematic aspects and prospects for its integration into the learning process. Results. The findings prove that Microsoft Teams effectively supports lectures, practical and seminar classes in synchronous and asynchronous formats, allowing the integration of multimedia, shared documents, and interactive tools into the learning process. The use of breakout rooms, interactive whiteboards, and polls contributes to the development of collaborative competences, critical thinking, and increases student motivation. It was established that the pedagogical effectiveness of Teams directly depends on the digital and methodological competence of the instructor, the structured and transparent presentation of materials, clear instructions, and timely feedback. Particular attention is paid to the inclusive potential of the platform: lecture recordings, subtitles, adaptive deadlines, and universal design for learning provide equal access to knowledge for all students, including those with special educational needs. Equally important is the analytical functionality of Teams, which allows tracking student progress, analyzing their activity, and identifying the risks of academic underperformance in a timely manner. Conclusions. The results confirm the significant pedagogical potential of Microsoft Teams as an integrated learning environment capable of increasing the efficiency and effectiveness of higher education. The platform functions not only as a technical tool but also contributes to shaping a new culture of educational interaction based on the principles of active learning, collaboration, and inclusiveness. Future research should focus on the development of optimal models for integrating Teams into the educational process, formative assessment methodologies, and long-term analysis of its impact on the development of students’ critical thinking, communicative, and social competences. Keywords: digitalization of education, distance learning, Microsoft Teams, pedagogical opportunities, inclusiveness, collaboration, digital competence of teachers.