THE ROLE OF DIGITAL LEARNING RESOURCES IN TRANSFORMING THE EDUCATIONAL PROCESS THROUGH THE SAMR MODEL

Abstract

This article examines the transformative role of digital learning resources in primary education through the lens of the SAMR model. As digitalization accelerates within the education systems of developing countries, including Uzbekistan, understanding the depth and effectiveness of technology integration has become increasingly important. The study employs a qualitative research approach, drawing on international literature, conceptual frameworks, and local teaching practices to analyze how digital tools are used across the four SAMR levels: Substitution, Augmentation, Modification, and Redefinition. The findings reveal that most teachers remain at the lower stages of the model, where technology primarily replaces traditional tools or enhances existing tasks. However, significant pedagogical transformation occurs only at the Modification and Redefinition stages, where digital tools enable collaborative learning, creative problem-solving, immersive experiences, and previously impossible instructional design. The article concludes that the SAMR framework provides a clear and practical roadmap for elevating teaching quality, supporting 21st-century skill development, and unlocking the full potential of digital learning resources in primary education.