Modern pedagogical technologies for maintaining students' attention in distance learning: the experience of Germany, Estonia and Finland

Abstract

Abstract. The article analyses modern pedagogical technologies for maintaining attention and increasing student engagement in distance learning based on the experience of Germany, Estonia and Finland. Key problems of online education are identified, in particular, the decline in concentration and active participation of students in the digital environment. It summarises innovative approaches used in European countries: gamification, adaptive and personalised educational platforms, interactive multimedia tools and instruments for socio-emotional interaction. The German experience of digital transformation in higher education is characterised, with an emphasis on the development of teachers' pedagogical competence, the Estonian model of comprehensive digitalisation of education using the e-Koolikott and Stuudium platforms, as well as the Finnish phenomenon-oriented approach, which combines digital pedagogy with student-centred learning. It has been proven that effective retention of students' attention in a distance format is ensured by a comprehensive combination of pedagogical and technological solutions: structuring of educational content in accordance with the principles of cognitive load, regular communication between teachers and students, diversity of forms of presentation of material, and involvement of students in active activities. The practical value of the study lies in the possibility of adapting generalised European experience to the conditions of the Ukrainian higher education system.