Abstract
This article examines the psychological and pedagogical factors influencing the formation of adolescents’ intrinsic learning motivation in a digital educational environment. It explores the psychological characteristics of adolescence, the development of cognitive interest, and the potential of digital educational tools to support intrinsic motivation. Particular attention is given to the influence of digital platforms, interactive tasks, multimedia resources, individualized learning opportunities, timely feedback, and gamification elements on adolescents’ cognitive engagement and independent learning activities. The study also emphasizes the importance of teachers’ supportive attitudes, opportunities for learner choice, meaningful presentation of educational content, and recognition of individual achievements in strengthening intrinsic motivation. The article argues that the mere availability of digital technologies does not automatically increase students’ intrinsic motivation; rather, the psychological and pedagogical organization of the digital learning environment plays a decisive role. The findings provide a basis for developing practical approaches to digital education that support adolescents’ autonomy, cognitive interest, active participation, and need for self-development.