This article examines the pedagogical, psychological, and epistemological foundations of shaping students’ scientific worldview through innovative technologies implemented in natural science lessons. The study emphasizes the role of cognitive-constructivist approaches, interactive didactic models, and digital learning environments in the development of students’ systemic understanding of natural phenomena. By analyzing theoretical frameworks and integrating empirical insights, the paper highlights how technological mediation facilitates not only the assimilation of scientific knowledge but also the transformation of students’ thinking patterns toward critical, inquiry-oriented, and evidence-based reasoning.

Scientific worldview; natural sciences; educational technologies; inquiry-based learning; cognitive-constructivism; epistemic development; digital pedagogy.

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