Keyword: «internalization»

The article is a methodical development lesson on the course "Fundamentals of project activity" module "Methods of primary data processing"

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.