Application of microlearning technology in the context of digitalization of education

The purpose of the study is to examine the features of microlearning as a technology for professional development of teachers in the context of digitalization of education. Research methods and organization. The study involved teachers from Moscow schools. Theoretical analysis, systematization and generalization of scientific literature and regulatory documents, as well as empirical methods (questionnaire survey) and mathematical statistics methods (Pearson's test) were used. Research results and conclusions. The concepts of "digitalization of education", "professional development", and "microlearning" were clarified and specified. In the context of digital transformation of education, special attention is paid to the professional development of teachers. Such professionally significant qualities as reflective, transprofessional, and leadership skills come to the fore. The study revealed professional deficits in these qualities. These deficits can be addressed through microlearning technology. For microlearning technology, digital educational resources, micromodules, and micro‑courses were developed and integrated into the digital educational environment. The obtained results indicate that microlearning technology effectively overcomes the shortcomings of advanced training programs and is a modern tool for professional development of teachers in the context of digitalization of education. The proposed application of microlearning can be scaled to the system of additional professional education.