Keyword: «геймификация»

This article explores the identification and systematization of the classification characteristics of educational gamification as a pedagogical technology for teaching modern schoolchildren and students. Gamification, as part of the the educational process digitalization in the 21st century, has become a priority area for the development of Russian education. Determining the place of gamification technology in the educational process at schools and universities within the hierarchy of modern pedagogical technologies defines the problem of this study. The relevance of this work is explained by the insufficient development of the theoretical foundations, by the practical potential, and the new digital capabilities of gamification technology at the current stage of the school and university education development both in Russia and abroad. The aim of this article is to provide a theoretical overview and summarize the results of theoretical and practical research on gamification technology in the educational process at schools and universities. The primary research method was an analysis of the works of Russian and international authors to clarify the definition of "gamification" concept as applied to the educational process, identify its structural components, implementation principles, and pedagogical features of its use in teaching schoolchildren and students. The main result of this article is a theoretical justification for defining educational gamification as a pedagogical technology for teaching schoolchildren and students and a clarification of the essence of this concept. The authors' classification characteristics of gamification as a pedagogical technology significantly complement the theoretical foundations of the gamification process in school and university education today. The theoretical significance of this study lies in identifying the theoretical and philosophical foundations of gamification, its educational functions, the challenges and risks of its application, and relevant areas for development and improvement. The practical significance of this work lies in the fact that the authors' findings can be used to develop practical mechanisms for gamifying the educational process as a pedagogical technology for teaching, nurturing, and developing students in both general schools and higher education institutions.

This article explores a pressing issue in modern higher education: the high-quality training of highly qualified teaching staff in demand in the labor market. This issue is addressed through the lens of digitalization and the implementation of innovative technologies in solving educational problems. The aim of the study is to systematize scientific approaches to defining digital marketing technologies and their functional capabilities for organizing the educational process at the university. The study utilizes a combination of methods: an analysis of theoretical sources, a survey of 106 first- to fifth-year students at the Institute of Humanities Education studying in pedagogical, psychological-pedagogical, and special (defectological) education programs, and mathematical statistics for data processing. The article presents the results of a theoretical analysis of a key concept, which allowed us to identify the factors limiting the application of digital marketing technologies in the theory and practice of university education: the lack of standardized norms for the development of interactive content, the dominance of traditional forms of education over innovative ones, digital inequality among participants in educational relationships, and the low level of motivational and competence readiness of university faculty to use digital resources. This case study examines the competent adaptation of social media, artificial intelligence, neural networks, and gamification to the educational needs of modern university students. In addition to the theoretical theses put forward by the authors, the article presents the results of a student survey. The analysis revealed that students feel a need for education, including through digital marketing technologies, as this motivates their interest in educational activities, creates conditions for personalization of education, and makes the learning process engaging due to the presence of a problem that can be solved using the achievements of the digital world. The theoretical significance of this study lies in its synthesis of the experience of using digital marketing technologies in higher education. Its practical significance lies in the potential for their use in the educational process to improve its quality.