Vladislav Е. Vilkov

The relevance of the research is determined by the growing need to prepare young people to solve global problems of sustainable development and green economy in the context of accelerating environmental crises. International commitments enshrined in the United Nations Sustainable Development Goals and UNESCO recommendations require a fundamental rethinking of educational policy and practice. However, the Russian education system experiences a significant gap between stated goals and the actual practice of implementing education for sustainable development, which necessitates theoretical contemplation of this problem. The aim of the article is to systematize and critically analyze pedagogical approaches, methods, and conditions for developing competences in sustainable development based on domestic and foreign literature from the period 2020–2025, as well as to develop practical recommendations for educational policy. The leading methodological approaches are the systemic approach, competency-based approach, contextual approach, and hermeneutic approach. The main methods of theoretical research include: analysis and synthesis of scientific literature, comparative analysis of domestic and foreign approaches, content analysis of educational programs, structural-functional analysis of competences, and pedagogical modeling. The main results include: identification of a multi-level structure of sustainable development competences with cognitive, affective, and behavioral components; identification of diverse pedagogical approaches; determination of a system of interdependent pedagogical conditions; description of five implementation models; identification of a complex of normative, methodological, personnel, and cultural barriers to implementation. Theoretical significance consists in developing theoretical understanding of sustainable development competences, systematizing pedagogical approaches, and integrating international experience with consideration of the Russian context. Practical significance is determined by the possibility of using results in the development of educational programs, training of pedagogical personnel, and development of educational policy at the federal and regional levels. Scientific novelty lies in comprehensive critical analysis of approaches for the period 2020–2025, development of an operationalized competences model, identification of a system of pedagogical conditions, and analysis of barriers to implementing education for sustainable development in the Russian education system.

The relevance of the study is determined by the large-scale digital transformation of the Russian education system, reflected in the federal project "Digital Educational Environment" and the updated Federal State Educational Standards (FSES). These changes necessitate not only the technical re-equipment of schools but also fundamental pedagogical reassessment. The development of students' creative potential and creative thinking as key competences of the 21st century is of particular importance. A school student must be not only a consumer but also a creator of digital content. In this context, the integration of programming and visual arts seems to be an extremely promising field. The aim of the work is to identify, justify, and test the pedagogical conditions and methods of using the Scratch graphical programming language for the formation and development of the creative potential of school students in the context of the digital transformation of education. The key mechanism for achieving this goal is the integration of programming with the solution of creative tasks in the field of fine arts. The choice of Scratch is due to its visual block interface, accessibility, and clarity, which makes it an ideal environment for combining algorithm logic and artistic expression. The leading method was a pedagogical experiment, within which a set of complementary methods was used: project-based activities, expert evaluation of creative products according to the criteria of originality, expressiveness, and algorithm complexity, as well as statistical data processing. The assessment of the methodology showed a stable positive dynamic. A significant increase in the level of algorithmic thinking was noted: the average score in the experimental group was 8.4 against 6.1 in the control group. Students demonstrated the development of creativity, variability and non-standard approaches to visualization. A high level of motivation was recorded: 88% of students noted an increased interest in classes, linking it with the opportunity to see a spectacular result of their actions. The theoretical significance of the work lies in the systematization of approaches to the integration of programming and artistic creativity and in deepening the understanding of their relationship. The practical value consists in the development of educational tasks, project cases, and methodological recommendations for teachers. These developments can be implemented in classroom activities and the system of additional education, contributing to the development of a holistic worldview among schoolchildren, where technology serves as a tool for creativity and self-expression.