Introduction. The current stage of the development of the educational process is associated with the active development of various types of digital tools, resources and services, under the influence of which methods and learning goals are transformed. Excessive attention to digital educational tools, their convergent nature, insufficient scientific reflection on the processes of digital transformation and the uncertainty of terminology are factors due to which changes in the human (didactic) component of the educational process remain in the shadows.
Aim: to substantiate the significance of born-digital pedagogical technologies as one of the central categories of modern didactics.
Methods. A set of empirical and theoretical methods was used, including analysis of literary sources, participant observation, problematisation, analysis and synthesis, classification and systematisation.
Results. A detailed description of the phenomenon of ‘born-digital pedagogical technologies’, which is in the relationship of convergence with digital products (Ed Tech) through which there are being realised is given.
Scientific novelty. Approaches to the classification of born-digital pedagogical technologies are proposed. The idea of instrumental and supra-instrumental borndigital pedagogical technologies is introduced.
Practical significance. The possible bifurcation in the development of the teacher’s professional activity model in the context of digital transformation is demonstrated: either the preservation of the traditional multifunctional pedagogical position or its reduction to the role of an ‘operator’ of digital tools. The lack of attention to born-digital pedagogical technologies serves as a factor that amplifies the risk of such reduction.