Article c concludes that digitalization, as a technological and sociocultural phenomenon of society, affects education and this influence is realized through a quantitative representation of the quality of information. There is a need for appropriate systematization, presentation and integration of educational information in the form and content in the information and educational environment. It is noted that education should provide fundamental and universal knowledge, shape the worldview and culture of knowledge and cognition of the subjects of education. The objective of the study is to consider the qualitative and quantitative properties of information for subsequent expression by electronic and computer means. In connection with this, we need ordered sequences of knowledge units (knowledge modules), expressing this knowledge as natural relationships, a prerequisite for which is the positive influence of information on the subject of education. The effectiveness of solving this problem largely depends on the conditions for the implementation of the basic didactic principles (adaptability, integrativeness, informativeness, mobility, visibility, consistency, integrity, etc.) when integrating information and pedagogical technologies in teaching, influencing educational and cognitive activity, taking into account the psychological and physiological characteristics of the perception of information by the user and subjects of education. In this aspect, the article examines the current direction of research related to the digitalization of education and the development of the information and educational environment (IEE): a description of electronic educational resources, their qualitative and quantitative impact on the student’s personality, on the process of formation of knowledge and socioculture of the subject of education, as well as their role as a means of teaching and an object of study.