Keyword: «full-time education»

The article discusses models and tools for organizing the educational process in accordance with the sanitary and epidemiological rules of Rospotrebnadzor for educational organizations, published in connection with the high risk of the spread of coronavirus infection. The author offers five educational models for organizing the educational process with a combination of learning forms and the capabilities of a digital educational environment.

The relevance of the topic discussed in the article is conditioned, on the one hand, by the systematic implementation of the national project «Education» of the federal project «Digital Educational Environment» aimed at creating and introducing a digital educational environment in educational organizations. On the other hand, it is the fact that over the past year the epidemiological situation in the country has caused a significant acceleration of this process without taking into account the available resources and opportunities of specific educational organizations. This has resulted in practical actions, often significantly different, concerning the digitalization of education in general and the digitalization of training in particular. Nonuniformity of processes requires comprehension, analysis to identify productive digitalization options and, possibly, their active use in the future. The purpose of the article is to describe the impact of digitalization of professional training at a university on the attitude of students to distance and face-to-face learning (based on the experience of the Institute of Childhood of Novosibirsk State Pedagogical University). To achieve it, a theoretical analysis of publications on problems close to the topic of the article was used; an empirical study was carried out, in which a questionnaire survey of students was used and their progress was analyzed. As a result of theoretical comprehension of scientific publications devoted to the current aspects of the education digitalization, it was concluded that domestic researchers are striving for a more accurate definition of the fundamental concepts that describe this process. In addition, they summarize the positive experience of education digitalization and the development of digital education during the period of the pandemic. Foreign authors, describing the digitalization process, present options for the requirements for the activities of teachers in the digital educational environment in the implementation of professional training with an emphasis on creative disciplines. The attention of researchers is also focused on the analysis of the attitude of students to digitalization. The main results of the empirical research include: the perception of students as positive - the transition to distance learning opened opportunities to save time due to the absence of the need to travel to the place of study, the option to work with electronic versions of the materials of all training courses, independently plan their workload during the day; perception by students as difficulties - the weak technical equipment available to them, not sufficient to participate in distance learning. The analysis of students' academic results showed that the transition to fully distance learning influenced more the progress of those students who, by the time it began, had studied full-time for only one semester. It influenced less senior students of full-time form of education. In a theoretical context, the material of the article may be useful for conducting further research on the impact of digitalization on the professional training of students. The presented results of the experimental work can serve as guidelines for the scientifically grounded building of digitalization practice in educational organizations.

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.