Formation of a Digital Educational Environment for High School Students in Preparation for Centralized Testing

The purpose of the paper is to evaluate the effectiveness of the “Vznaniya” educational platform in preparation for the centralized testing in English, and to identify the correlation between the work on the platform and the exam result. The objectives included the development of a course on the platform, analysis of the system’s didactic potential, and comparison of the platform’s analytics with the exam results. The relevance of the paper is determined by the need to integrate effective digital tools into pre-university preparation practice, given the digital transformation of education and high competition in entrance exams. Materials and methods. The research was based on a comprehensive approach, including theoretical analysis of the pedagogical potential of digital platforms and practical testing of the course. To achieve the goal, a specialized preparatory course for the centralized exam was developed and implemented on the “Vznaniya” platform at the Intensivkurs educational center in Minsk within a blended learning model. The methodological basis for the course development was the analysis of the centralized testing specification, as well as the creation of authentic task types on the “Vznaniya” platform that simulate exam tasks. The main methods were quantitative analysis of the platform’s educational analytics, comparative analysis, and statistical data processing. The key metrics analyzed were the average task completion rate, the percentage of material covered, and the final exam score. Results. A stable positive correlation was established between activity on the platform and test results. The obtained results demonstrate that the use of the digital platform not only confirms its role as an effective training and diagnostic tool but also contributes to increasing student motivation, improving the dynamics of subject mastery, and fostering sustainable self-study skills. The analysis showed that the digital environment provides a more flexible organization of the educational process, allows for consideration of individual learning trajectories, and enhances interaction between the teacher and the student. Conclusion. The research proves the high effectiveness of the “Vznaniya” platform for targeted preparation for a standardized exam. Systematic use of its resources ensures personalization, objective monitoring, and the formation of study discipline, leading to improved results. The obtained data opens prospects for integrating such digital environments into a continuous educational trajectory. Further research is required on the development of adaptive algorithms based on platform data and the assessment of the long-term impact of such preparation on success in university studies.