Main problem: humane pedagogical thinking seeks to embrace the immensity, and this is the strength of educational systems and processes born in its bowels. To actualize the value of self-disclosure of students’ innovative abilities with the accompanying, providing role of a teacher, it is necessary to recognize a one’s intellectual reflective mechanism as the main subject of education. Developed reflexive abilities are a logical condition for a person to independently overcome all sorts of difficulties in life and activity. Purpose: understanding and formalization of the “golden principles” of socio-natural thinking and activity of a human as a biological organism. Methods: the method of ascending from the abstract to the concrete, the method of transforming specific images of objects based on their abstract essence, the speculative language of schematic representation of a thought. Results and their significance: considering a high dynamics of technological changes in the world of activity, we accept the reflective ability for self-education as the main means to independently discover certain professional abilities necessary in life. This means that, first of all, students must learn how to learn, i.e. learn to think independently, critically perceive and transform the received information into knowledge, pose their own questions, offer a range of answers, logically formulate and coordinate different points of view, build knowledge together with others. Innovative methods and models of pedagogical activity encourage students’ innovative abilities which cause innovative and technological development of a country.

The modern educational environment is increasingly integrating digital technologies, undoubtedly enhancing learning efficiency. However, these advancements present new challenges for educators, including information overload, the constant need to acquire new skills, and adapting to rapidly changing work conditions. These factors can lead to burnout and consequently, decreased job satisfaction. This study aims to investigate the correlation between the use of digital technologies in education and teacher job satisfaction. The research will explore the following questions: How do various types of digital technologies (online platforms, mobile apps, virtual reality, etc.) impact teacher job satisfaction? What factors related to the use of digital technologies contribute to increasing or decreasing levels of burnout? What role does teachers' digital competence play in their job satisfaction? To achieve the research objectives, a combination of methods will be employed, including surveys, interviews, observations, and document analysis. The research findings will identify the most significant factors influencing teacher job satisfaction when using digital technologies, and provide recommendations for optimizing the use of digital technologies in education to enhance teacher well-being.