Keyword: «digital didactics»

The relevance of the study is driven by the paradox of the current stage of digital transformation in higher education: despite the exponential growth of technological capabilities and the mass implementation of platform solutions, there is some stagnation in cognitive learning outcomes. This gap is reflected in the phenomena of "pseudo-learning," "interface hyper-activity," and the reduction of the category of "interactivity" to the level of technical system reactivity, indicating a crisis in the didactic foundations of digital learning. The aim of the research is the theoretical substantiation of interactivity as a fundamental didactic principle and the development of the conceptual model "Interactivity 4.0," describing its level of cognitive productivity and the mechanism of influence on the development of professional thinking. The methodological basis of the work consisted of a combination of theoretical methods: conceptual analysis and synthesis, historical-genetic method, comparative analysis of leading psychological and pedagogical theories (cultural-historical, activity theory, cognitive load theory), and theoretical modeling. As a result of the research, a four-level model of interactivity (1.0 - 4.0) has been developed and theoretically substantiated, demonstrating its evolution from interface reactivity to collaborative knowledge construction. The didactic mechanism of the influence of Interactivity 4.0 is revealed, consisting in the redistribution of cognitive load, creation of a "proximal development zone" through the organization of public knowledge verification, and the subsequent internalization of intellectual action methods. Criteria for demarcating pedagogically productive and simulative forms of digital interaction are formulated. The theoretical significance of the work lies in the rehabilitation of the didactic status of interactivity and the synthesis of the activity-based approach with cognitive load theory to explain the mechanisms of thinking development in cooperative digital environments. The practical significance consists in providing tools for designing cognitively productive educational environments, examining digital educational technologies, and auditing training courses.

The article presents the results of the study of the scientific and theoretical basis for microlearning-based teaching of foreign languages and foreign language communication. The aim of the study was to determine the specific methodological principles of microlearning and their relations with the fundamental didactic principles and methodological principles of teaching foreign languages. To confirm the relevance of using microlearning in educational organizations, a qualitative analysis of publications was made. The fields under investigation include the microlearning concept, its application in teaching foreign languages, the problem of methodological principles as a part of methodology basis and modern approaches to their classification and systematization, differential, individual, and personalized approaches to educational activities, cognitive-activity-based foundations of learning, and factors enveloping the educational process and related to its participants-oriented essence, as well as mediality, and pedagogical design. Scientometric databases were used to search for relevant publications. As a result of the study, microlearning-based methodological principles of teaching foreign languages and foreign language communication were formulated: the principle of mediality and multi-format microlearning of foreign languages, the principle of spaced repetition and content customized microlearning of foreign languages, the principle of combining synchronous and asynchronous learning forms, the principle of relying on the practice of informal learning of foreign languages, the principle of personalization of a foreign language educational trajectory. Their interrelations with the didactic and methodological principles of teaching foreign languages were also revealed, which allows us to talk about the appropriateness of pedagogical developments based on the hierarchical system of the given provisions and, as a result, the relevance of using this concept in the environment of formal educational institutions. The theoretical significance of this study lies in identifying crucial aspects of microlearning-based teaching of foreign languages and foreign language communication, which have a psychological and pedagogical rationale and determine the conditions and stages of the educational process. The practical significance of this study lies in its potential to improve the effectiveness of training courses, designed to include functional-and-communicative micromodules, foreign language communicative skills development algorithms, and assessment criteria.

The article addresses the pressing issue of leveraging the potential of full-day education to develop learners’ media literacy and to foster a culture of conscious media consumption in the context of constant access to digital devices. Intensified interaction of university students and schoolchildren with digital media throughout the day increases the risks of uncontrolled content consumption, media addiction, ubiquitous multitasking, and rivalry between educational materials and entertainment media streams. This makes the creation of a safe digital environment and the development of critical thinking priority pedagogical challenges. The study aims to examine the pedagogical potential of the full-day model for preventing destructive patterns of media behavior and to test educational technologies that support a shift from spontaneous content consumption to conscious auditing, goal setting, and planning of media development. The research is grounded in the theory of media behavior as meaning-making, the digital didactics model, and the concept of a polymodal developmental environment. The empirical study included a survey of 200 first-year students using an author-designed instrument (five blocks: social networks, video games, video/streams, multitasking, and usage characteristics), as well as the implementation of reflective media-consumption maps over one semester within the “Media Literacy” course, followed by data analysis and qualitative analysis of self-reports. The results reveal stable problematic patterns of media behavior: high engagement with social networks accompanied by overuse beyond planned time, a tendency toward procrastination while watching video content, constant gadget-based multitasking, and turning to media for compensatory purposes. A key outcome is the confirmed effectiveness of reflective media-consumption maps as a pedagogical support tool: most participants demonstrated a shift toward conscious selection and filtering of content, aligning media practices with educational and personal goals, and improving attention quality. At the same time, limitations of the method were identified (difficulty of comprehensive content logging, irregular completion, and fatigue from self-monitoring). The theoretical contribution lies in refining the understanding of media behavior as a meaning-making practice amenable to pedagogical influence in a specially organized full-day environment; the practical contribution is the development and testing of reflective media-mapping tools.

The relevance of the research is determined by current trends in the digital transformation of education and the requirements of the labor market for the training of IT specialists in a new format. In the context of the implementation of national projects on the digital economy, there is an urgent need for personnel with not only professional competences (hard skills), but developed supra-professional skills (soft skills) as well. The existing vocational training system does not provide a sufficient level of these competences development within the framework of traditional approaches. The aim of the research is to develop and experimentally verify the methodology of using digital pedagogical technologies for the effective development of professional skills and supra-professional skills among students of IT specialties of vocational education. The research methodology is based on an integrated approach, including pedagogical experiment using domestic digital tools. The study was conducted on the basis of the college of Altai State University using statistical data processing methods (Student's t-test) and comparative analysis of the results of the control and experimental groups. The main results of the study demonstrate a statistically significant increase of competences in the experimental group when using the author's original methodology. The application of end-to-end project-based activities in the digital ecosystem has shown more stable and guaranteed learning outcomes compared to the traditional approach. The effectiveness of the integration of domestic digital tools for the development of both hard skills (programming, database design) and soft skills (teamwork, project thinking) has been experimentally confirmed. The theoretical significance of the work lies in the development of a model of digital pedagogical tools that transform the content of IT disciplines into an integrated project environment. A methodology for the synergetic development of professional and supra-professional competences in a digital educational environment is proposed. The practical significance is determined by the possibility of using the developed methodology and diagnostic tools for updating vocational education programs. The results of the study contribute to improving the quality of training of IT specialists who meet the requirements of the digital economy of Russia, and can be used in the practice of professional education.

The article analyzes the current state of digital didactics and substantiates the need to move from the point-to-point use of technology to a system of five key categories of tools: generative AI assistants, platforms for interactive content, cloud environments for asynchronous communication, methodological ecosystems and free professional development programs. The data from the Microsoft Work Trend Index 2024, meta-analyses of research in the field of digital learning in 2024-2025, as well as examples of specific pedagogical scenarios are presented. It is concluded that technology serves as a means of preserving the teacher's resource for live contact with students, creativity and professional growth.