The level of students’ professional education can be increased through motivation. This study aims to determine the role of digital technologies in increasing students’ involvement in the educational process. The aim of the work was achieved by conducting a pedagogical experiment before and after training, a general theoretical method of observation, and a sociological survey. The efficiency ratio, the comparison coefficient, and the standard deviation coefficient were also calculated. The results showed that the highest level of motivation was achieved due to the perception of the general learning process (29%), and the development of creative skills (25%). It was established that digital technologies had a greater influence on knowledge of laws and methods of practical application of theoretical information (0.96). High results are associated with a variety of interactive technologies that were used during training. It was found that motivation in training influenced the in-depth study of the topic (1.6), and the search for new digital technologies for training (1.2). The use of non-standard approaches in education (1.5), structuring of material when doing homework (1.1), and participation in university knowledge contests (1.8) also had an impact. The academic novelty of the work consists in increasing the interest of future teachers in the educational process due to the combination of various digital technologies, which are aimed at the development of theoretical and practical skills, as well as creative thinking. The practical significance is the creation of new learning mechanisms (development of creative thinking using Emaze, and Storyjumper applications) for the development of student motivation using digital technologies. The prospects for further research may be related to the comparison of the achieved level of motivation among students and schoolchildren because of using the developed approaches to learning.
