Keyword: «educational interaction»

The activity of a teacher in solving educational tasks using works of contemporary art as a meaningful basis of education is one of the significant areas of educational practice, since it ensures the inclusion of students in the context of contemporary culture. However, teachers have serious difficulties in organizing educational interaction with schoolchildren if contemporary art is at the center of such interaction. The reason for such difficulties is in the fact that modern pedagogical science lacks clearly formulated and justified conditions for the use of contemporary art in educational interaction. This provision is especially relevant in relation to the spiritual and moral education of students, which forms the foundation of all educational work. The article describes the pedagogical conditions that it is advisable to create at different stages of interaction in the field of spiritual and moral education. The purpose of the study is to substantiate the system of pedagogical conditions necessary for effective educational interaction, in which the teacher acts as an intermediary between the child and contemporary art in order to assign students the values necessary for the spiritual and moral development of schoolchildren. The leading approach to the study of the problem is the humanitarian approach, from the standpoint of which spiritual and moral education is considered as a value-semantic phenomenon that ensures the inclusion of the child in the world of values through the creating of socio-cultural meanings in various objects and phenomena of culture. The scientific novelty of the study consists in the fact that for the first time it presents pedagogical conditions in a structured form, due to the specifics of pedagogical interaction content, which are works of contemporary art. The main results of the study include the identification of three groups of pedagogical conditions for the effectiveness of the use of contemporary art works to solve the problems of spiritual and moral education, applied at three stages of educational interaction respectively. The theoretical significance of the research results lies in the possibility of their use for working out a holistic model of the teacher's activity on the use of contemporary art works in the field of spiritual and moral education. The practical value of the results presented in the article lies in the fact that they can be applied in the educational process of the school to solve the fundamental problem of including students in the context of contemporary culture with the aim of their spiritual and moral improvement.

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.