Proceedings of the International scientific and practical conference ―Oxford International Science Forum‖ (February 6-8, 2026) / Publisher website: www.naukainfo.com. - Oxford, United Kingdom, 2026. - 245 p.

72 support. Educational platforms and applications such as LearningApps, Liveworksheets, or Duolingo offer tasks of varying difficulty levels. In mixed-ability classrooms, this enables teachers to provide additional practice for students who need support while offering more challenging tasks to advanced learners. As a result, all students can progress at their own pace, which reflects the NUS principle of child- centered education. Formative assessment is a key element of the New Ukrainian School, and digital tools significantly enhance this process. Online assessment platforms such as Google Forms or Microsoft Forms allow teachers to conduct quick checks of students’ understanding and provide immediate feedback. For example, short online quizzes after a lesson help identify learning gaps and adjust further instruction. Peer assessment and self-assessment can also be implemented through digital tools, encouraging students to reflect on their learning progress and take responsibility for their results. Digital technologies also support autonomous learning, which is strongly encouraged within the NUS framework. Learning management systems such as Google Classroom are widely used in Ukrainian schools to organize educational materials, assignments, and feedback. Students can access resources at any time, revise topics independently, and develop self-regulation skills. For instance, teachers may upload additional video explanations or interactive exercises for exam preparation or revision, promoting lifelong learning habits. Despite the clear advantages, the use of digital tools in Ukrainian secondary schools also presents challenges, including unequal access to technology, technical difficulties, and the need for continuous teacher professional development. Therefore, it is essential to ensure systematic support for teachers and to use digital tools purposefully, in line with curriculum objectives and the values of the New Ukrainian School. In conclusion, digital tools play a crucial role in teaching English at secondary school within the framework of the New Ukrainian School. They enhance motivation, support communicative and digital competencies, promote collaboration,