Pedagogical disciplines, digital technologies, blended learning, self-education.

The paper aims to analyse the potential of digital tools for teaching pedagogical disciplines at universities. Currently, their use rate is constantly increasing, due not only to the more significant expansion of the digital educational environment but also to society's changing needs and priorities and accelerated by the already long-lasting Covid-19 pandemic. Digital learning technologies bring a whole range of new possibilities to teaching pedagogical disciplines, and opinions supported by research and educational practice that their application requires fundamental changes in the entire educational process are increasingly gaining ground. Teaching and learning enriched with digital technologies allow teachers of pedagogical disciplines and their students to individualise and differentiate all educational activities to a greater extent and apply the concepts of distance or online education to achieve the highest possible degree of effectiveness in studying pedagogical disciplines. Based on a critical analysis of individual groups of these tools, the paper elaborates on the concept of EST&LDE (Educational Subjects Teaching & Learning Digital Learning Environment), which its authors consider a necessary starting point for the systematic, comprehensive, and systematic use of digital tools. The thoughtful interweaving of digitised or online education with physical (face-to-face) teaching as part of formal education can be considered a modern, up-to-date concept of so-called blended learning in its whole meaning, i.e. not only as direct and distance learning but also as an interweaving of theoretical and practical training, or as the use of various paradigmatic frameworks of education (e.g. cognitivism, constructivism, connectivism) or as a functional linking of heteroeducational and self-educational activities.