Evgeny V. Kovnir

The relevance of the research is determined by the need to ensure the technological sovereignty and digital independence of the Russian Federation, which cannot be done without high-quality training of specialists for the IT industry. The key problem is the lack of efficiency of the traditional information and diagnostic approach based on passive informing and formal testing of students. The aim of the article is to develop and test the methodology of using digital educational resources of the career guidance project "Data Lesson" to develop students' ideas about the world of professions in the field of information technology. The leading method is the modeling of labor actions performed by specialists in the field of computer science and engineering, and performed by schoolchildren in the virtual environment of a digital educational resource. A characteristic feature of the presented virtual interaction is that the student does not just get information about the profession in a ready-made form, but actually "lives" it: makes decisions on behalf of the specialist, sees the consequences of his/her actions in the digital environment and receives feedback on the quality of the decision. 108 schoolchildren from grades 5-6 are involved. They are students of the state budgetary educational institution of the city of Moscow School No. 1621 "Tree of Life". Main results: the article substantiates the need to use digital educational resources to support the professional self-determination of students. In addition, using the example of the career guidance project "Data Lesson", the authors demonstrated the efficiency and effectiveness of the model of social partnership between schools and IT industry organizations with the intermediary support of an autonomous non-profit organization and the state. Theoretical significance: it is argued that the project "Data Lesson" is not just an educational campaign, but can be considered as an integrated innovative environment for mass career guidance of schoolchildren. Practical significance: the work of students with digital educational resources is described, which helps to increase their level of readiness for professional self-determination. The effectiveness of information interaction in a virtual environment has been evaluated in relation to each of the aspects of career guidance: motivational and value-based, cognitive, and activity-based.

The relevance of the study is determined by the necessity to ensure the technological sovereignty and digital independence of the Russian Federation, which is impossible without high-quality training of personnel for the IT industry. In the context of global digitalization, the effectiveness of students' career guidance becomes a critical component of the state personnel policy, allowing for a balance between labor market needs and the professional aspirations of youth. The acute demand for IT specialists necessitates a deep digital transformation of schools and the implementation of innovative career guidance tools. The key problem is the low efficiency of the traditional information-diagnostic approach based on passive informing and formal testing. The aim of the article is to scientifically substantiate the necessity of applying subject-oriented, activity-based, and integrative approaches to the development of digital educational resources that have the required didactic potential for supporting the professional self-determination of schoolchildren in the field of information technology. The methodological basis consists of the following approaches: the subjective approach, which views the student as an active subject in choosing a profession; the activity-oriented approach, implemented through the technology of professional trials and the execution of labor actions in a modeled environment; and the integrative approach, implemented within the framework of the social partnership concept in education. The article analyzes the didactic potential of digital educational resources developed within the "Data Lesson" project. These resources ensure the implementation of new types of student learning activities, changes in the interaction between participants in the educational process, individualization and personalization of support for students' professional self-determination, and expansion of educational content by including materials on advanced digital technologies. The theoretical significance lies in expanding the applicability of the functional approach to assessing the didactic potential of next-generation digital educational resources. The practical significance is confirmed by data from the large-scale implementation of the All-Russian career guidance project "Data Lesson," which has been successfully piloted in all regions of Russia.