Keyword: «цифровая образовательная среда»

The relevance of this study is due to the following reasons: the demand of modern society for the training of teachers who will use digital tools in educational organizations; the need to develop new media resources and methods of interaction in the virtual word; and the social demand for training teachers who can conduct research related to the educational process. The aim of this article is to describe the experience of organizing the digital environment in teaching pedagogical disciplines to graduate students. The research is based on the following methodological approaches: systemic, conceptual, empirical, scientific and activity-based approaches. The main result of this research is the presentation of the academic model of the digital educational and methodological complex for teaching pedagogical disciplines to graduate students. The part of the digital educational and methodological complex is a multimedia training unit that includes pedagogical lecture presentations, a multimedia textbook and a creative module that allows graduate students to create their own pedagogical assignments on the LeraningApps platform. This study also presents the potential of the ChatGPT neural network for developing the cognitive activity of graduate students, which is also the result of the research described in the article. Criticism, creativity, cognitive interest, motivation for learning, self-reflection skills and pedagogical competences as components of cognitive activity can be developed using assignments created by the chatbot. The next result of this research is the confirmation that the developed digital educational and methodological complex allows the digital learning environment to be adapted to the educational capabilities of graduate students and their personal characteristics. The digital educational environment involves the use of virtual communication tools to simplify the interaction process between the subjects of the educational process. The description of the virtual interaction peculiarities is also a result of the pedagogical research. The theoretical significance of the article is represented by the contribution to the development of the theory of digital learning at the master’s degree level. The practical significance of the article lies in the fact that the presented digital educational and methodological complex can serve as an example of one of the effective trajectories implemented in the pedagogical master’s degree studies in the digital environment of the university.

In the context of the digital transformation of education and information overload, traditional teaching methods no longer meet the needs of society and the individual. There is a contradiction between the need for students to develop a deep critical understanding of the world and the need to develop skills in navigating dynamic, distributed information networks. In our opinion, the resolution of this contradiction is possible through the synthesis of two main modern pedagogical theories of connectivism and constructivism. In this study, we made their comparative analysis. The paper reveals their philosophical and theoretical foundations, contrasting the inner meaning generation of an active student (constructivism) and navigation through distributed external networks of knowledge (connectivism). The authors compare the basic principles of the theories, the role of the teacher and the student, as well as practical methods for implementing each theory in the educational process. Special attention is paid to their responses to the challenges of the digital age. The paper systematizes criticism of both concepts, identifies their weaknesses and strengths. In conclusion, the position on the complementary potential of theories is substantiated. The conclusion is made about the need for synthesis: constructivism provides depth of understanding and critical thinking, while connectivism offers tools for working with dynamic information flows. The article emphasizes that an effective educational model of the future should integrate the ability for deep reflection (constructivism) and the competence of communication management in the digital environment (connectivism). The research uses methods of theoretical analysis of the principles of connectivism and constructivism, modeling and network analysis. The conducted complete comparative analysis of the two most important pedagogical theories makes it possible to streamline and clarify their conceptual fields in relation to digital didactics. It is shown that they are not mutually exclusive alternatives, but represent complementary levels of the educational process organization. The work expands the theoretical basis for designing adaptive educational trajectories, showing that adaptivity should not be limited only to the selection of tasks according to complexity (as in classical adaptive learning), it should include the possibility of choosing different ways of meaning formation (constructivism) and networking (connectivism). The results of the study are of direct practical importance for teachers, methodologists and developers of digital educational products.

The relevance of the research is determined by the need to find effective methods for developing listening skills in international students studying Russian as a foreign language (RFL) in the context of the digital transformation of education. Traditional training packages are limited in their ability to respond promptly to the communicative practices and interests of the young people, who actively use social media. The TikTok platform, with its high motivational potential and microlearning format, represents a promising but methodologically under-explored tool for developing listening skills based on a linguistic and cultural component. The aim of the article is to theoretically substantiate and experimentally test the effectiveness of the methodology for developing listening skills within the framework of an integrated approach to teaching RFL through the integration of an educational TikTok project and Google Forms tasks. The leading method was a pedagogical experiment involving 30 international A2 level students, divided into a control group (CG) and an experimental group (EG) of 15 people each. The experiment included three stages and lasted three months (12 lessons). Open examination materials from St. Petersburg State University (Listening section, A2 level, maximum score – 150) were used for diagnostics. The reliability of the results is ensured by independent expert assessment. The initial diagnostic confirmed the comparability of the groups (CG – 60.1%, EG – 61.0%). The final diagnostic recorded a significant progress of the EG, which was taught using the developed methodology. The average score in the EG reached 115 points (76.7% completion), while in the CG it was 97.3 points (64.9%). The increase in the EG amounted to 22.7 percentage points, in the CG – only 4.8 p.p. The obtained data are statistically significant and confirm the effectiveness of the proposed methodology. The theoretical significance lies in clarifying the scientific understanding of the implementation of an integrated approach to the development of listening skills in a digital environment, as well as in systematizing the linguodidactic potential of TikTok. The practical significance consists in the development and testing of a reproducible methodological model, including an algorithm of student work, a system of tasks with a linguistic and cultural focus, and diagnostic tools that can be integrated into the practice of teaching RFL.