This article examines the impact of using digital technologies in teaching biology on students’
learning outcomes. The study was conducted in the 8th grade of M. Makataev Gymnasium No. 140
in Almaty with the participation of 25 students. The research consisted of three stages: diagnostic,
experimental, and control. At the diagnostic stage, a preliminary test was administered to determine
the initial level of knowledge on the topic “Ecology.” At the experimental stage, virtual
laboratories, multimedia presentations, and interactive tasks were used during the lessons. In
addition, digital educational platforms were effectively applied to increase students’ learning
engagement. At the control stage, a final test was conducted, and the results were compared with
the initial indicators. According to the obtained data, the proportion of students with a high level of
knowledge increased from 16% to 60%, while the proportion of students with a low level decreased
from 44% to 4%. These changes confirm that digital technologies enhance students’ interest in the
subject and improve the quality of learning. Digital tools also contribute to the development of
independent learning skills. The study applied L. Shulman’s TPACK model, J. Dewey’s concept of
experiential learning, and approaches developed by various scholars. Overall, the results confirmed
the effectiveness of digital technologies.