Technologies for Increasing Students’ Scientific Cognitive Activity in a Digital Educational Environment

This article examines the pedagogical technologies for increasing students’ scientific cognitive activity in a digital educational environment. Scientific cognitive activity is interpreted as an integrated quality that unites epistemic motivation, research initiative, critical verification, digital literacy, independent inquiry, and the ability to transform information into academically grounded knowledge. The study emphasizes that digital platforms, virtual laboratories, electronic libraries, learning analytics, collaborative documents, and artificial intelligence tools become effective only when they are connected with problem-based tasks, methodological guidance, feedback, and reflection. The article analyzes Uzbek and foreign scholarly approaches, clarifies the didactic functions of digital instruments, and proposes a guided model of digital inquiry for higher education.