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№ 2 (250), 26 june 2026
doi: 10.25198/1814-6457
 Pedagogics
Balan I.V. PEDAGOGICAL DESIGN OF EXPERIMENTAL RESEARCH IN THE CONTEXT OF NETWORKED INTERACTION BETWEEN A UNIVERSITY AND GENERAL EDUCATION INSTITUTIONSIn the current context of Russian education development, integration processes between higher education and general education institutions are intensifying. Networked interaction is considered one of the key forms of such collaboration. However, the transition from a classic linear experiment conducted at a single school to research within a multifaceted networked context raises new challenges related to ensuring the reliability of the obtained results. The issue of pedagogical design of the experiment, which in this context is interpreted as a methodological framework defining the logic, structure, and procedures for testing a scientific hypothesis, is particularly relevant. The classic structure of a pedagogical experiment, represented by the ADDIE (analysis, design, development, implementation, evaluation) model, undergoes significant changes in the context of networked interaction. Networked collaboration is characterized by its multi-subjectivity: instead of a single research team and a single experimental site, a multi-level structure of participants is formed, including the university, partner schools, students, mentor teachers, and the administration of educational institutions. The effectiveness of such collaboration is ensured by organizing consultation seminars and using digital platforms, in particular the "Pedagogical Practice" information retrieval system, which allows for the consideration of students' individual educational needs and professional interests. A key issue requiring special consideration is ensuring the validity of the experiment in a distributed setting. Following traditional validity theory, threats to internal validity (background events, natural development of subjects, heterogeneity of the cohort, attrition, diffusion of effects) and external validity (interaction of selection and exposure, experimental background effects, reactivity of measurements) are identified. The specific nature of the experimental field is determined by a number of factors: the university's status (a branch located in a small town), the focus of training (teacher education), the distribution of experimental sites (schools with varying conditions, staffing levels, and facilities), and the characteristics of the student population (a high proportion of students from rural areas — 60–66% — and 22% with work experience). Validation strategies are used to minimize the identified threats and enhance the reliability of the findings. These include data triangulation (comparison of student self-assessments, expert assessments by mentor teachers, analysis of work products, and information retrieval system data), peer debriefing (regular discussion of interim results with faculty, teachers, and education administration representatives), discussion of the study results with the student participants themselves, and long-term participant observation spanning the period from 2020 to 2026. The implementation of these strategies ensures the necessary level of internal and external validity for experiments conducted in the context of networked interaction between universities and general education organizations.Key words: pedagogical design, networked interaction, pedagogical experiment, validity, validity threats, professional mobility, future teachers, distributed innovation actors, digital platform, data triangulation
Gasilina M.A., Litvinenko N.V. MODEL FORDEVELOPING CHILDREN’S PERSONAL READINESS FOR SCHOOLDeveloping personal readiness for school is currently complicated by negative changes in children, such as declining cognitive development, poor performance in activities that require internal adherence to rules, decreased energy and desire to take action, and underdeveloped motivational needs, as well as willpower and volition. Addressing this issue requires a theoretical justification and the development of a model for organizing the educational process in preschool settings that ensures the necessary level of personal development for a child’s successful entry into learning at this new stage of development. The personal readiness of older preschoolers for school is a systemic development that includes the characteristics of their motivation, their readiness to accept the position of a “student” (motivational component), the degree of development of the mechanisms of volitional regulation of actions (volitional component), and emotional self-regulation (emotional component). Children with a low level of personal readiness exhibit the following: a negative attitude toward school and the educational process; a weak orientation toward school rules and norms of behavior; a lack of understanding of the importance of teacher authority; negative emotional expectations regarding school; low self-esteem; difficulties in orienting themselves to the system of task conditions and a lack of desire for independent completion of tasks and volitional actions. The development of personal readiness for school in older preschoolers will be effective if the preschool educational institution implements a model based on psychological, pedagogical, activity-based, and environmental approaches. This model is supported by the implementation of such conditions in the work of the teacher and educational psychologist as the creation of a special, comprehensive developmental environment aimed at maintaining motivation for learning and developing the child’s life experience; the development of the child’s ability to control emotional states and feelings, adequate self-esteem, and socially acceptable ways of expressing emotional manifestations of self-confidence; and the acquisition of skills in independent planning and behavioral control.Key words: personal readiness, senior preschool age, motivational component, educational process, volitional regulation, activity-based approach, developmental environment.
Kiryakova A.V., Ivanova V.M., Kainyshev M.S. PRINCIPLES OF PEDAGOGICAL DESIGN OF ARTIFICIAL INTELLIGENCE INTERFACES: REFLECTION AND DISTRIBUTED RESPONSIBILITYArtificial intelligence (AI) interface design is used in education. The dominant linear "request-response" model, focused on operational efficiency, reduces reflection and delegates responsibility to the algorithm, which creates the risk of learner value disorientation. The aim of this study is to develop principles for the pedagogical design of AI interfaces and an architecture of distributed responsibility that ensures a reflective mode of interaction. The methodological basis is a synthesis of the philosophy of technology, cultural-historical theory, and an axiological approach. Our study proposes four principles of reflective design: reflexive organization of interaction, value problematization, preservation of subject responsibility, and transparency of technological limitations. The concept of a three-level architecture of distributed responsibility (technical level – teacher – learner) based on the Human-in-the-Loop model is defined as an "architecture of inalienable responsibility." A pedagogical scenario for the system's operation was examined using an educational essay as an example, along with a system of diagnostic metrics: diagnostic value, provocation diversity, reflectivity coefficient, semantic structure, and value representation index. The model is fundamentally feasible based on existing language models. The conceptual and methodological nature of the study opens up prospects for empirical verification and the development of prototypes of reflective AI interfaces.Key words: artificial intelligence in education, pedagogical design of interfaces, reflexive mediator, distributed responsibility, Human-in-the-Loop model, value problematisation, axiological approach, educational support, subjectivity, diagnostic metrics.
Olkhovaya T.A., Kober O.I. CULTURAL PRACTICES AS A METHODOLOGICAL CONCEPT OF THE AXIOLOGIZATION OF EDUCATIONModern trends in the development of higher education are intended to respond to the demands and challenges of the time, educating a generation of Russian citizens on the basis of traditional spiritual, moral, and cultural-historical values, capable of creative self-realization in constructive activity aimed at preserving the cultural code of the country and ready to ensure the further development of Russia. In the context of a global civilizational and value crisis, the interconnection between culture and education, aimed at forming the value system of student youth, acquires particular importance. Cultural practices are an effective means of entering the world of cultural values, enabling individuals to find life meanings, realize their identity, and their belonging to national culture. The concept of “cultural practices” is relatively new, but has been actively used recently in various fields of the social sciences. Theorists and practitioners of Russian pedagogy note that the introduction of cultural practices at all levels of education has made it possible to give the educational process an active, practice-oriented character and to implement its culture-forming function. The purpose of the study is to define and substantiate cultural practices as a methodological concept of axiological education. The theoretical analysis made it possible to clarify the content of the concept of cultural practices in higher education as an educational process associated with the activity-based assimilation of culture by students and aimed at forming a worldview, value self-determination, and project-based creative self-realization. The methodological basis included activity-based, cultural, and axiological approaches. Within the framework of the study, a classification of cultural practices was carried out according to their content (educational, value-semantic, socio-cultural); type of activity (cognitive, game-based, interactive, artistic-aesthetic, communicative, research, creative), as well as their implementation in the cultural and educational environment of Orenburg State University named after V. A. Bondarenko. The pedagogical experiment made it possible to prove that cultural practices, possessing fundamental characteristics (subjectivity, cultural conformity, value orientation, development, creativity, openness), constitute a methodological concept of the axiologization of education and serve as an effective tool for introducing students to traditional Russian spiritual, moral, and cultural-historical values.Key words: cultural practices, axiology of education, student, values, cultural and educational environment.
Pak L.G., Shishkovskaya I.P. IMPLEMENTATION OF STRATEGIES TO SOCIALIZE THE DIGITAL GENERATION OF STUDENT YOUTH IN THE FACE OF THE RISKINESS OF MODERN SOCIETYThe modern stage of the development of society with the large-scale penetration of digitalization into all spheres of public practice inevitably transforms the living space of the digital generation of student youth and determines the emergence of multiple sociocultural and online risks of their socialization in mixed reality. These risks, in turn, create significant barriers to introducing students to traditional Russian spiritual and moral values, strengthening the value-semantic core of security of action in a convergent world, and increasing the level of psychological stability in the face of the growing riskiness of the digital world. The problem will be solved by justifying and implementing strategies for socializing the digital generation of student youth in the face of the riskiness of modern society. We have described the implementation of the following strategies in the study. The strategy “value orientation in mixed reality” determines the development of students “double motivation” in the unity of the deontological and axiological aspects of action in a hybrid society, the transfer to young people of a set of moral, ethical and aesthetic values that form the core of Russian identity. The strategy “information enrichment and critical analysis of information flows” is aimed at promoting high-quality cultural and educational content from the standpoint of raising the level of digital culture among students and opposing methods of manipulating the psyche, expanding knowledge about the safety of action in a convergent world. The strategy “intensification of overcoming the problems of personal and environmental interaction” is aimed at developing the ability of the digital generation of student youth to effectively function in mixed online and offline reality using digital devices and technologies, transforming the risky factors of digital society into a resource of personal and professional development. It has been established that within the framework of the highlighted strategies, the concepts of the value-semantic field of the key attitudes of the teacher-facilitator are being implemented (“Constructive personal and environmental interaction”; “Social awareness as the basis for the adequacy of perception of modern reality”; “Challenges – this is an opportunity to develop”) in relation to the implementation of certain measures to counter the risky conditions of society.Key words: risky society, threats of digitalization, digital generation of student youth, socialization, university, strategies, methods and forms, moral “immunity” of action in mixed reality, traditional Russian spiritual and moral values, media literacy, safe digital behavior.
Parusimova Ya.V. THE ETHICAL AND EDUCATIONAL MISSION OF A MODERN UNIVERSITY IN THE CONTEXT OF HIGHER EDUCATION TRANSFORMATIONThe ethical and educational mission of modern university education is driven by the need to reform the national educational system in the face of today’s socio-cultural challenges. The modernization of the educational system is also taking place in the context of global technological changes and the digitalization of all social systems. There is a need to rethink the role of the university as a key institution for the cultural, spiritual, and moral development of society. The modern university can no longer be viewed solely as a space for professional training, as it has become a center for shaping individuals’ worldviews, values, research thinking, and civic responsibility.Special attention should be paid to the problem of the relationship between ethical and philosophical knowledge and modern pedagogical practices, as well as to the issues of introducing elements of applied ethics into the educational process and cultural and educational activities of universities. In the context of the crisis of values, information overload, and increasing social risks, the educational function of higher education becomes strategically important. Universities are not only transmitters of knowledge, but also spaces for meaning-making and moral self-determination. Universities are tasked with fostering a culture of flexible thinking among students, which includes critical reflection and a conscious and responsible approach to social processes in an uncertain and ever-changing environment. The modern model of research education is focused not on the reproduction of ready-made knowledge, but on the development of the ability to independently search for the truth, engage in productive intellectual activity, and make responsible decisions. In this context, universities must work not only with the present, but also with the future, developing students’ ability to think in the logic of uncertainty, adapt to new challenges, and simultaneously preserve the value foundations of professional and social activities. An analysis of the philosophical, pedagogical, and sociocultural foundations of educational and enlightenment activities shows that it is the enlightenment activities that allow universities to preserve the humanistic nature of education, resist the reduction of universities to a “service of competencies,” and ensure the continuity of cultural and intellectual traditions. The activities of libraries, philosophical clubs, public lecture halls, and interdisciplinary cultural projects demonstrate the potential of universities as sociocultural centers in their regions, combining educational, upbringing, and social activities.Key words: educational activities, cultural and educational activities, applied ethics, research education, ethicocentric model of education, value orientations, university mission
Salimova D.A., Sharipova J.K. TOPONYMS OF NADEZHDA DUROVA’S TEXT FIELD AS MEANS OF HISTORICAL AND PATRIOTIC EDUCATION OF HIGH SCHOOL STUDENTSThe aim of this article is to describe contemporary text-oriented approaches to teaching the Russian language, with an emphasis on utilizing toponyms drawn from the novellas of Nadezhda Durova, which constitute an important yet underappreciated component of Russia’s 19th-century cultural heritage. The research material comprises toponyms extracted from two works by Nadezhda Durova: the novellas The Corner and Notes of a Cavalry Maiden, totaling 500 examples (encompassing over three thousand word occurrences), employed in Russian language instruction and extracurricular activities. Grounded in the authors’ pedagogical experience with high school students at the “University School” of Yelabuga concerning the study of works by local authors, as well as in many years of research into the onomastic corpus, the article presents findings derived from a methodological combination comprising descriptive, comparative-contrastive, stylistic, interpretive, and partially quantitative methods. The authors underscore the significance of integrating creative works and texts by lesser-known historical writers into the educational process. Through analysis of a specific segment within Durova’s novellas, they demonstrate how Russian language instruction can be enriched, thereby broadening students’ horizons in the geography and history of Russia. Unique aspects of historical and cultural contexts are examined through the lens of geographical names, highlighting their function as text-forming elements in Durova’s novellas.Key words: N. Durova, history, toponyms, text, teaching, civic education.
Stepanova I.P., Atavina O.V., Mugak V.V., Fortus A.V. A SYSTEM OF TECHNOLOGIES AND METHODS FOR IMPROVING THE QUALITY OF DENTAL STUDENTS’ KNOWLEDGE IN THE DISCIPLINE OF CHEMISTRY AT THE HIGHER MEDICAL SCHOOLResearches into the technologies and methods of chemistry teaching in the medical schools are limited. As a rule, their effectiveness is not quantified, particularly through academic performance. Furthermore, students› backgrounds are not considered. The aim of this study was to evaluate the effectiveness of the teaching technologies and methods used in the Chemistry Department at Omsk State Medical University by examining the academic performance of dental students with the varying background levels. The Chemistry Department utilizes practice-oriented teaching, which imbues traditional course content with a practical meaning and establishes logical connections with other disciplines in the natural sciences, general professional, and professional fields. Based on modern scientific data, faculty in the Chemistry Department have developed original educational and assessment assignments, including creative ones, for various modules of the course. The assignments have the varying levels of difficulty. At the initial stage of their university studies, students with secondary vocational education, who traditionally have poor entrance exam results, are offered assignments that lack significant quantitative calculations but require knowledge of oral biochemistry and microbiology or primary clinical experience. These students are very interested in the creative assignments. While the current exam results of medical college graduates remain low, their midterm assessment scores are no longer significantly different from those of students with a general secondary education. The discussed system of teaching technologies and methods achieves the educational goal of improving the quality of knowledge in the discipline “Chemistry” among future dentists. Practice-oriented learning enhances student motivation, develops their cognitive activity, and fosters critical thinking. This system tailored to students› backgrounds, play an important role.Key words: higher medical school, medical students, quality of knowledge, academic performance, problem-based learning, practice-oriented learning, methods of teaching chemistry.
Zhdanov A.V., Mishchuris A.V., Tryapitsyn A.V. OPPORTUNITIES FOR ORGANIZING EDUCATIONAL PRACTICES FOR STUDENTS OF A PEDAGOGICAL UNIVERSITY IN STATE ORGANIZATIONS WORKING WITH YOUNG PEOPLEIn the current conditions of rapid changes in the worldview orientations of young people, the transformation of the professional training of future teachers involves the actualization of the axiological foundations of students’ professional self-determination based on the support of the processes of formation of the value orientations of future professional activity by including students in the implementation of the social function of a modern university. The social function of a modern university is characterized by the emergence of a new responsibility that goes beyond the classical academic nature of education and expands the scope of its implementation, which implies the actualization of the professional education of a teacher who is ready to solve the problems of education and socialization of young people in modern sociocultural conditions. One of the ways to solve this problem is to justify and develop the relationship between students’ educational practice assignments and social projects in extracurricular activities within the framework of the university’s Education Program. The basis for developing assignments for educational practices and extracurricular projects is the various social contexts of a teacher’s professional tasks, which characterize specific pedagogical situations. This, in turn, leads to increased interaction between the pedagogical university and various social institutions (general and additional education, institutions affiliated with the Ministry of Internal Affairs, institutions in the field of youth policy, etc.). The analysis of the results of the student survey indicates that students are interested in practicing not only in schools but also in youth clubs, but they face certain challenges. The article examines the relationship between students’ educational practice assignments and social projects in extracurricular activities, which were developed based on an analysis of the main difficulties faced by specialists working in adolescent and youth clubs. Key words: social function of universities, relationship between students’ educational practice assignments and extracurricular activities.
Kolga V.V., Kadushkin E.A. DESIGNING INTEGRATIVE EDUCATIONAL MODULES FOR MILITARY TRAINING IN TECHNICAL UNIVERSITIESEffective organization of command and engineering officer training within a military training center at a technical university is possible through the design of integrated military training modules at the university, taking into account the qualitative growth of modern weaponry. There is a contradiction between the regulatory capabilities of integrative design and the existing fragmented structure of military training programs for command and engineering officers. The development of an integrated modular approach and the theoretical foundations for designing a modular structure for a military training program are theoretically substantiated. In the educational process, this concerns changes in the content of specialized disciplines and the development of an organizational and pedagogical model for their implementation based on a multi-level semester spiral, ensuring the systemic integration of the tactical and technical content of command and engineering officer training at a technical university. Based on the proposed integrative modular model, a formalized structure of its components – educational modules for military training of command and engineering officers at technical universities – has been developed. The content of tactical and technical disciplines has been revised, taking into account the synergistic effect of their application. A pedagogical experiment was conducted to evaluate the effectiveness of the implementation. Implementation of the developed integrative modular model for military training of command and engineering officers at technical universities resulted in a 53.4 % increase in professional readiness (χ2 = 8.89, p < 0.01), confirming the effectiveness of the systematic combination of tactical and technical content in military disciplines through synergistic effects and can be recommended for implementation in the educational process of military training centers at technical universities.Key words: military training, integrative modules, command-engineering profile, technical university, competency-based approach, synergistic effect, Bloom’s taxonomy, Bruner’s spiral, pedagogical experiment.
Nechay A.A., Nichagina A.V. STRUCTURAL-FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE FORMATION IN THE FIELD OF INFORMATION SECURITY FOR EMPLOYEES OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIAThe rapid digital transformation of law enforcement agencies and the ever-increasing sophistication of cybercrime methods have created a significant gap between existing approaches to training and the actual requirements for information security competence in the Russian Ministry of Internal Affairs. In educational practice, there is a discrepancy between the strict requirements of regulatory documents and the insufficient practical focus of curricula. The specific nature of operational work involving handling confidential information requires the development of not only technical skills but also a strong culture of personal responsibility, which is not fully supported by the traditional departmental education system. The main result of the study was the development of a structural and functional model comprising four interconnected blocks: target, content, procedural, and evaluation and results. The content block is implemented through three modules: regulatory and legal, technical and technological, and operational and tactical, ensuring a comprehensive coverage of the necessary knowledge and skills. A pilot study involving 127 cadets confirmed the model's effectiveness: the group trained using the new methodology demonstrated a 42% improvement in identifying cybercrimes and a 37% improvement in enforcing information security regulations. Statistical analysis revealed a strong direct correlation (r = 0.82) between the use of active, practice-oriented methods and the achieved level of competence. The study concludes that the implementation of a comprehensive structural and functional model helps bridge the gap between theoretical training and the practical requirements for professional work of Russian Ministry of Internal Affairs employees. The integration of regulatory, substantive, and assessment components into a unified system ensures the development of sustainable readiness to combat cybercrimes. The developed approach opens the possibility of modernizing curricula and creating uniform training standards, which ultimately contributes to strengthening the information security of the Russian Federation's law enforcement system as a whole.Key words: professional competence, information security, internal affairs bodies, structural-functional model, practice-oriented training, departmental education, cybercrime.
Putintseva T.A. A COMPREHENSIVE METHODOLOGY FOR DEVELOPING FUTURE DESIGNERS’ ARTISTIC AND IMAGINATIVE PERCEPTION OF RHYTHM: FROM MUSICAL AND LITERARY EXPERIENCE TO PROJECT GRAPHICSInsufficiently precise formation of the artistic image of a design work leads to errors in the communicative interaction between the design object and the potential consumer. Therefore, during the professional education of future designers at universities, there is an urgent need for an in-depth study of methods for forming a harmonious, precise artistic image of a design object. One of the most multifaceted and unique means of pictorial composition is rhythm. I consider rhythm to be a crucial means of form-formation both in nature and in art and design. The functioning of rhythm is examined at an interdisciplinary level, within the interaction of various areas of human activity and nature, in the context of teaching specialized disciplines to future designers. A semantic characterization of the concept of rhythm is presented. It reveals how the elements of musical organization, through the figurative perception of the temporal aspect of music and the adaptation of its elements to the specific expressive language of spatial arts in architecture, sculpture, painting, graphics, and design, have found expression in the concept of time. The proposed comprehensive teaching methodology for the topic "Meter and Rhythm" in the "Propaedeutics (Fundamentals of Composition)" course at the Design Department of Orenburg State University enables a thorough study and practical application of various types of rhythm to reveal subtle, precise meanings of dynamics, directed movement, and development in the artistic image of a design object. The focus is on developing students' artistic and imaginative perception of rhythm through assignments on the use of rhythm in visualizing semantic concepts. The relationship between musical rhythm and rhythm as a means of visual composition is revealed. In both music and the visual arts and design, meter, as the simplest form of rhythmic harmonization, allows for the synchronization and attunement of more complex rhythmic sequences and the expression of the "flow of time" through a specific artistic image.Key words: graphic design, methodology, rhythm, metric repetition, composition, music, project graphics, artistic image.
Khaliullina O.R., Tarasova O.P. SOME ASPECTS OF TEACHING FUTURE DESIGNERS TO DESIGN SIMPLE OBJECTSProject-based practice for future designers begins with completing educational projects aimed at developing basic skills by solving specific, small problems. However, solving these problems requires a comprehensive approach, as they encompass various areas of the future profession. Thus, the first academic project, which involves acquiring skills in analyzing, comparing, and summarizing information to determine the materials, form, and design for a simple functional object (a lighting fixture), addresses issues of understanding the essence of design activity and its stages, developing an invariant design strategy for specific design objects, exploring design ethics, and more. This article presents a methodology for teaching future environmental designers to analyze the interrelationships between the key components of an object—form, material, and technology—focusing their attention solely on ensuring the functionality, durability, and ease of use of the future object. The methodology is based on a problem-based formulation of the problem. The student must propose a working design for a lighting fixture, which is implemented using the material. The material, in turn, is selected based on the intended design, providing it with either possibilities, limitations, or even impossibility. Thus, the student clearly understands the relationship between form, technology, and material, understanding the logic behind the creation of the object's design. Any identified contradictions or inconsistencies are analyzed, resulting in the proposal of an alternative design solution. Student initiative, the desire to follow fashion trends, and the use of modern technology often distort the teacher's intentions, complicating goal implementation. This article examines a number of issues that arise in this regard and identifies ways to achieve all aspects of the design goal.Key words: design, teaching methods, simple-purpose object, structure, material, design ethics, project activities, pre-project analysis.
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Editor-in-chief |
Sergey Aleksandrovich
MIROSHNIKOV |
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