This article presents a comprehensive pedagogical model for the effective integration of digital technologies in history teaching, designed to enhance student engagement, critical historical thinking, and digital literacy. Drawing on contemporary educational theory, cognitive science, and international best practices, the model emphasizes the alignment of technological tools with disciplinary objectives, particularly the cultivation of chronological reasoning, sourcing, contextualization, and corroboration skills. The study highlights how technologies such as virtual reality, augmented reality, interactive timelines, and digital archives can create immersive and inquiry-based learning experiences, provided they are implemented through structured instructional design. Special attention is given to the challenges of uncritical technology adoption, the risk of historical oversimplification, and the necessity of fostering critical evaluation of digital sources among students. The article also situates the model within the broader context of educational reform, with a focus on its applicability to the rapidly evolving digital landscape in Uzbekistan. Ultimately, the proposed framework serves as both a conceptual guide and a practical tool for educators seeking to transform history education in the 21st century.

History teaching, digital technologies, integration model

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