The paper analyzes the experience of using web-oriented encyclopedias for educational purposes in many countries of the world (USA, Canada, Spain, Portugal, Germany, Austria, Great Britain, Sweden, Czech Republic, Poland, Greece, Israel, Turkey, Azerbaijan, Saudi Arabia, China, Australia, India, Indonesia, Malaysia, Peru). A review of such resource usage in primary, secondary, higher education, and lifelong education is provided. Their integration into the process of studying various subjects (natural science, geography, cosmography, medicine, economics and business, mathematics and engineering, history, religion, architecture, psychology, translation, ecology, dentistry, kinesiology, physical education, veterinary medicine, ICT, 3D-graphics, electrical engineering, automation, combinatorics and graph theory, machine-building equipment, medical physics, chemical engineering). It is established that web-oriented encyclopedias are used for educational process; (b) increasing students’ motivation; (c) improving their skills of analysis and critical evaluation of information, (d) solving complex problems, independent research activities; (e) cooperation, communication, creative thinking, academic writing; (f) organising and planning of self-study, building an educational trajectory; (g) developing of a new online course, organization of students’ practical work; (h) creative expression through the generation of knowledge for the public and (i) compensation the effect of digital alienation of blind students.