Nasrudi U. Yarychev

In the context of the digital transformation of education, updating of standards and increasing demand for the dignity, participation and subjectivity of students, it is necessary to clarify the humanistic paradigm as the basis for designing content, educational activities and assessment. The aim of the study is to theoretically substantiate the value-anthropological, psychological-pedagogical, didactic and evaluative foundations of the humanistic paradigm of general pedagogy and to present a conceptual integrative multi-level model of its operationalization in school practice. The model unfolds in the form of: 1) a system of levels (philosophical-anthropological, psychological-pedagogical, didactic, evaluative, organizational and managerial); 2) principles of lesson and educational environment design; 3) a matrix of formative assessment. 4) a system of humanistic indicators applicable to the assessment of a lesson and the school environment. Methodology: axiological, student-centered, cultural-historical, systemic, and activity-based approaches; methods: conceptual and comparative-historical analysis, categorical modeling, and typology of solutions. Results: 1) the definitions of categories have been clarified—subjectivity, agency, care, participation, and well-being of students—correlated with the objectives of education; 2) a model with the following levels has been proposed: philosophical-anthropological, psychological-pedagogical, didactic, evaluative, and organizational-managerial, as well as principles for designing a lesson and environment—meaning focus, dialogicity, autonomy, reflexivity, and care. 3) a formative assessment matrix is presented, combining joint goal setting, criteria, progress indicators, and detailed feedback, as well as a system of humanistic indicators: participation, the share of open-ended tasks, the quality of reflection, the choice of activity methods and the presentation of results, support for autonomy and care; 4) criteria for the humanization of digital practices are defined – semantic prioritization, expanded choice and responsibility, dialogicity, and an ethic of care – and a roadmap for implementation at the lesson, school, and teacher training levels with mechanisms for preventing technocratic drift: joint criteria "in the language of the student," voice recording, distributed leadership, and the priority of strategic feedback over grades. Significance: theoretical – clarification of the conceptual apparatus and the logic of the transition from values to didactic forms and assessment; practical – application of the proposed tools in the design of programs, dialogue lessons, assessment tools, and local regulations.