Educational technologies, including the use of modern electronic technologies, digital learning methods, became a central aspect of education affecting all aspects of pedagogical and psychological support in the development of "digital learning and inclusive education". Digital literacy for all is weak in Mongolia today. Its elimination is the main problem of the Government and teachers. To identify the complex relationship between technology and student engagement, this article systematically analyzed research from 20 studies published between 2015 and 2022. During the COVID-19 pandemic, 172,300 students from 330 Sumy schools in Mongolia, 6,277 students from 46 remote schools, a total of 178,577 students, lack infrastructure, remoteness, lack of internet, electricity, equipment, etc. could not participate in digital training because of this. This included 25% of all pupils in the republic. 4-6% of secondary school students (depending on the region or locality) could not watch telecourses at all or could not use modern electronic technology tools (absent or not working).

Text-based documents were used to determine the availability of modern electronic technologies in the development of researched digital learning and mixed learning, inclusive education. Problems of behavior and activity arising from the use of educational technology require pedagogical and psychological support. It was also a support for the availability of modern electronic technologies in digital education, determination of behavioral, affective and cognitive activity of students, and retention of lessons.