Ledeneva A.V., Aschadullina N.N., Safargaliev E.R.
TRANSFORMATION OF THE PEDAGOGICAL PROCESS IN THE EDUCATION DIGITALIZATION ASPECT ^{[№ 2 ' 2025]}
Modern society is rapidly evolving under the influence of digital technologies, which permeate all spheres of life — from economics to culture. Particular attention is given to transformations in the educational system, where digitalization is reshaping not only the forms and methods of teaching but also the role of educators, interactions among participants, and access to knowledge. These changes are driven by both global technological advancements and state policies aimed at developing a digital environment. As a result, there is a need for a systematic understanding of the transformations occurring in the pedagogical process within the context of a digital educational environment.
Research indicates that the digital transformation of education is evident in the active adoption of interactive and mobile technologies, blended learning formats, cloud services, and artificial intelligence. Concepts such as “Education 4.0,” mobile, and remote learning are shaping new approaches to organizing pedagogical activities. Digital literacy, the use of electronic educational resources, and personalized platforms are gaining particular importance. Digitalization is altering the structure of the pedagogical process: interactivity is increasing, the role of students’ independent work is growing, new forms of feedback and assessment are emerging, and the educator is transitioning into the role of a moderator and mentor.
The main conclusion of the study is that digitalization does not merely complement the traditional pedagogical process but fundamentally transforms it. It demands new competencies from educators and a rethinking of their professional roles. At the same time, the effective integration of digital technologies into education is possible only by preserving the humanistic and developmental foundations of pedagogy, which ensure personal growth and socialization of learners. Sustainable development of the educational environment is achievable only through a balanced approach to digital innovations, one that considers both technological opportunities and socio-psychological risks.

Askhadullina N.N., Eremina A.P.
INNOVATIVE WAYS OF ORGANIZING EDUCATIONAL ACTIVITIES IN VOCATIONAL EDUCATION ^{[№ 3 ' 2021]}
Modern socio­cultural conditions determine new requirements for the personality of a student who is at the center of science, politics and the state. A graduate with creative thinking, capable of creative transformative activity, mobile and flexible, ready for social and individual changes, for participation in them and acceptance of the new as a value, is in demand. The development of personal potential, a reference point for the prospect of life growth and change are important areas of personality education, a significant role in which belongs to the educational component. The study of the theoretical and scientific­practical foundations of the organization of educational activities in vocational education is gaining great importance.
Educational activity is studied within the framework of the theory of pedagogical activity and is determined by the activity content and structure. The organization of educational activities is the ordering of all parts and activities of all its participants in order to give it a sense of purpose, to optimize its functioning and development. It is thanks to the organization that all structures are formed: the structure of management, the structure of pedagogical actions, the structure of relations in the team.
The article reveals the theoretical and scientific and practical foundations of the organization of educational activities. The ideas of modern authors in the aspect of solving the problem are updated. The results of the content analysis of the concept are presented, the content and structure of educational activities in vocational education are revealed. Scientific and practical foundations are revealed through innovative ways of organizing educational activities at the adaptive­motivational, activity­identification, assessment and prognostic stages, subject to organizational and pedagogical conditions: actualization of the motivational potential of the educational and educational environment; enrichment of the content of vocational training with an educational component; inclusion of students in network project activities.