The article is devoted to the analysis of the state educational policy of Russia in the context of the integration of online technologies. The purpose of the study is to identify the key challenges of digitalization of education and propose ways to overcome them, taking into account international experience. Based on the analysis of the regulatory framework (Federal Law No. 11-FZ, national projects "Education" and "Modern School"), statistical data from the Higher School of Economics (2024) and regional cases (Moscow, Tatarstan, Republic of Tuva), it has been proved that, despite significant progress in providing schools with high-speed Internet systemic imbalances persist. The main problems include digital inequality, lack of ICT (Information and communication technologies)- teachers' competencies and cyber security risks (12 data leaks on the MASH platform in 2023). A comparative analysis of foreign practice (China, Germany, USA) makes it possible to draw the following conclusions: it is necessary to introduce uniform content quality standards, expand teacher retraining programs with an emphasis on digital didactics, and develop hybrid technologies. training formats. Special attention is paid to the need to adapt international experience, such as GDPR regulation in the EU and gamification in American platforms, to Russian realities. The practical significance of the work lies in the development of measures to reduce regional inequality and increase the effectiveness of government initiatives in the field of digital education.
