AbstractThis article presents the results of a study on integration of digital tools and resources (such as interactive whiteboards, learning platforms, mobile applications, etc.) into the primary school educational process, focusing on the teaching of literary reading. The relevance of this topic stems from the widespread penetration of digital resources into education, as well as the need to improve the effectiveness of education with evident lack of relevant pedagogical justification. However, despite extensive coverage of the use of digital tools and resources in education by scholars such as E. S. Polat, M. Yu. Bukharkina, and I. V. Robert, and many international researchers, insufficient attention is given to the specifics of integration into primary school, taking into account the age characteristics of young students, and to identifying the current needs of teachers for pedagogical and technical support in this context. The aim of the study was to analyze the accumulated experience of primary school teachers in using digital resources and to identify their needs for pedagogical support in terms of using digital educational resources to improve the effectiveness of learning, including literary reading. The hypothesis was that, despite a general understanding of the potential of digital resources, the effectiveness of their use by primary school teachers (particularly in literature lessons) significantly depends on their level of digital competence, the availability of systematic pedagogical support, and the accessibility of high-quality digital educational resources. The resource provision theory was chosen as the methodological basis, lending systematicity and depth to the study. This approach, actively developed in the works of Russian authors in the field of pedagogy and education management (e.g., G. B. Skok, A. M. Moiseyev, M. M. Potashnik), and also rooted in fundamental concepts of an organization’s resource base (E. Penrose, J. Barney). The method opens up broad opportunities for a comprehensive analysis of the dynamics of the relationship between available resources and the achieved results in the educational process. It allows us to examine how availability, quality, and accessibility of various types of resources — from material and technical to informational, pedagogical, and human resource issues — directly influence the effectiveness of learning. In the context of our study, the resource provision theory is the key basis. It allows us to analyze not only the availability of digital tools as such (interactive whiteboards, learning platforms, mobile apps), but also the quality of pedagogical support, the level of digital competence of teachers (as a crucial human resource), the availability of high-quality educational content, and the systematic nature of support. It is through the lens of a resource-based approach that we seek to identify existing gaps and substantiate ways to address them to optimize educational practices. The results of the empirical study reveal that teachers recognize the potential of digital resources but use them sparingly, due to lack of pedagogical support and a low level of digital competence. They frequently use online tests, educational platforms, and virtual laboratories. Based on the data obtained, we conclude that it is necessary to create a comprehensive system of pedagogical support for teachers and ensure the availability of high-quality, verified digital educational resources for effective and targeted integration of digital technologies in primary education. The research prospects include developing and testing effective models of pedagogical support for primary school teachers in the context of the digital transformation of education, as well as studying the impact of targeted use of digital technologies on the achievement of personal and meta-subject learning outcomes for primary school students.