This research aims to explore the potential for enhancing students’ motivation and practical skills within a resilient learning environment through digital technologies. The concept of the unity of education and nature was employed to examine the theoretical foundations of a school’s functioning regarding external conditions that influence overall learning productivity. The practical part of the research involved the application of a quasi-experimental method in which three schools in the Central District of the Russian Federation were selected. General sample consists of 354 people. The primary research method employed was the surveying of the teachers and administration of these educational establishments. The analysis was based on the random sampling approach. The findings revealed that a regular school exhibits slightly more democratic characteristics: 60% of teachers in the resilient school and 70% in the regular school adhere to the protocol-based teaching methodology. Of utmost importance is the indicator of the significance of integrating digital technologies into the educational process. A total of 78% of teachers confirmed the necessity of this measure, while 80% agreed that it would enhance student motivation. This study will contribute to the formulation of essential principles to advance studying process in resilient schools in the future, paying additional attention to the question of the need of learning process digitalization, as 90% of teachers believe in its effectiveness. For instance, this could involve the implementation of specialized educational platforms and applications (Google classroom, Kahoot, Educative Education World Wide, etc.) on the seminars and practical lessons. The results also can be used by the government to implement better schools programs in accordance with school sustainability aspects. Additionally, the question of the impact of a resilient environment on an individual’s success after receiving education (such as in job search and employment) remains an interesting and unexplored area for further experimentation.

本研究旨在探索通过数字技术在弹性学习环境中提高学生动机和实践技能的潜力。教育与自然统一的概念被用来检验学校在影响整体学习生产力的外部条件方面运作的理论基础。研究的实践部分涉及准实验方法的应用，其中选择了俄罗斯联邦中部地区的三所学校。一般样本由354人组成。采用的主要研究方法是对这些教育机构的教师和管理人员进行调查。该分析基于随机抽样方法。调查结果显示，普通学校表现出稍微更民主的特征：弹性学校中 60% 的教师和普通学校中 70% 的教师坚持基于协议的教学方法。最重要的是表明将数字技术融入教育过程的重要性。共有78%的教师确认这项措施的必要性，而80%的教师认为这可以提高学生的积极性。这项研究将有助于制定未来弹性学校学习过程的基本原则，特别关注学习过程数字化的必要性问题，因为 90% 的教师相信其有效性。例如，这可能涉及在研讨会和实践课程中实施专门的教育平台和应用程序（Google Classroom、Kahoot、Educative Education World Wide 等）。政府还可以利用研究结果根据学校可持续发展方面实施更好的学校计划。此外，弹性环境对个人接受教育后的成功（例如求职和就业）的影响问题仍然是一个有趣且尚未探索的领域，有待进一步实验。