Keyword: «digital pedagogy»

The article summarizes the first results in the area of online-learning.The problems caused by the online learning implementation are described. The ways to prevent these problems are suggested.

The article discusses the main labor functions and the role of the remote teacher in the organization and quality of distance education in additional vocational education. The experience of organizing distance education in INPO FVCU is analyzed.

Currently, there is a high interest in the study of the civic identity phenomenon and the problem of its formation in interdisciplinary research and in psychological, in particular. This is due to the globalization and expansion of interpersonal and intergroup interactions, the uncertain social development situation for the younger generation, and the tendency to break the "chain of time". Therefore, there is a definite demand from society for the development of programs to promote civic identity. Civic identity forms the basis for group and individual self-awareness, unites the people of a state, and is essential for the stability and territorial integrity of the country. The aim of this article is to analyse and empirically investigate the characteristics of the formation of psychological and pedagogical aspects of civic identity among primary school students in a digital environment. Comparative analysis, content analysis, statistical methods, surveys, observations, and visualization techniques were used as the primary research methods. An empirical study was conducted using the methodology "Types of civic identity" by R. V. Borisov using two registrations at the diagnostic and formative stages through measurement. In order to study the dynamics of changing types of civic identity during the diagnostic and formative stages, the author developed and implemented a digital project called "The Revived Mosaic". The project aims to help students develop various aspects of their civic identity by familiarizing them with digitized mosaics of Rostov-on-Don that focus on patriotic, professional, and historical topics. The project participants were 80 students from various educational institutions in Rostov-on-Don. In the course of the study, it was found that the leading type of civic identity among students is positive, which has increased significantly from the diagnostic to the formative stage. There have also been changes in the reorientation between hyperpositive and negative types of civic identity. The negative type decreased significantly (2.3), and the hyperpositive type increased to the level of average values (7.1) from the diagnostic to the formative stage. The effectiveness of the proposed program "The Revived Mosaic" for the formation and development of civic identity among students was statistically confirmed at the level of p≤0.05. The theoretical significance of the article lies in the study and systematization of ideas about the psychological and pedagogical aspects of the civic identity formation among primary school students in the digital environment. The practical significance of this study is to demonstrate the effectiveness of implementing a program aimed at developing the civic identity of primary school students in the digital environment of "The Revived Mosaic".

The digital transformation of higher education and the broad implementation of project-based learning require effective educational interaction models to overcome traditional barriers such as lack of individual support, low student autonomy at undergraduate level, limited thematic diversity of projects, and psychological barriers in instructor communication. The study tests and evaluates the effectiveness of an innovative model of facilitated interaction between graduate and undergraduate students integrated with neural network technologies in the "Project Activities" course. Competence-based, facilitation-oriented, and environmental approaches, along with peer-to-peer learning principles, form the methodological basis. The pedagogical experiment used normative and comparative analysis, educational process design and modeling, surveys, testing, expert evaluations, and comparative statistical analysis. Tested within the 19.03.01 "Biotechnology" program at Peter the Great St. Petersburg Polytechnic University, the model significantly increased student autonomy and motivation, shortened project stages, improved satisfaction ratings (from 2.7 to 4.2 on a 5-point scale), and developed sustainable pedagogical and project-management competences among graduate student moderators (94% reported growth in facilitation and group dynamics skills). The work presents a comprehensive structural-functional educational interaction model combining horizontal mentoring and digital tools advantages. The model fosters targeted development of professional and transversal competences (soft skills) for all participants, that is supported empirically. Developed guidelines and neural network tools are ready for implementation in other universities, representing a promising direction for digital transformation of project-based learning.