Didactic conditions for creating and using educational platforms in biology lessons at school

This article examines the didactic conditions necessary for the effective creation and use of digital educational platforms in secondary school biology teaching. In the introduction, we clarify the concept of «didactic conditions» as the pedagogical, methodological, technological, and psychological factors that must be in place for successful learning outcomes. A new section identifies and explains key didactic conditions in the context of biology education, including adequate teacher training and pedagogy, appropriate methodological integration of platforms into the curriculum, robust technological infrastructure, and strategies to support student motivation and engagement. The Materials and Methods are streamlined to describe a quasi-experimental study involving an experimental class using various digital platforms and a control class with traditional instruction. The results – including test scores, motivation surveys, and engagement observations –are preserved and presented, and they demonstrate significantly improved learning outcomes under the identified didactic conditions. These findings are discussed in light of prior research and linked explicitly to the presence of the didactic conditions. In conclusion, we draw practical implications for teachers and schools, offering concrete recommendations on how to apply these didactic conditions in classroom practice to enhance biology teaching. Keywords: educational platforms, didactic conditions, digital technologies, biology teaching, interactive learning, school education, student motivation.