Keyword: «network analysis»

In the context of the digital transformation of education and information overload, traditional teaching methods no longer meet the needs of society and the individual. There is a contradiction between the need for students to develop a deep critical understanding of the world and the need to develop skills in navigating dynamic, distributed information networks. In our opinion, the resolution of this contradiction is possible through the synthesis of two main modern pedagogical theories of connectivism and constructivism. In this study, we made their comparative analysis. The paper reveals their philosophical and theoretical foundations, contrasting the inner meaning generation of an active student (constructivism) and navigation through distributed external networks of knowledge (connectivism). The authors compare the basic principles of the theories, the role of the teacher and the student, as well as practical methods for implementing each theory in the educational process. Special attention is paid to their responses to the challenges of the digital age. The paper systematizes criticism of both concepts, identifies their weaknesses and strengths. In conclusion, the position on the complementary potential of theories is substantiated. The conclusion is made about the need for synthesis: constructivism provides depth of understanding and critical thinking, while connectivism offers tools for working with dynamic information flows. The article emphasizes that an effective educational model of the future should integrate the ability for deep reflection (constructivism) and the competence of communication management in the digital environment (connectivism). The research uses methods of theoretical analysis of the principles of connectivism and constructivism, modeling and network analysis. The conducted complete comparative analysis of the two most important pedagogical theories makes it possible to streamline and clarify their conceptual fields in relation to digital didactics. It is shown that they are not mutually exclusive alternatives, but represent complementary levels of the educational process organization. The work expands the theoretical basis for designing adaptive educational trajectories, showing that adaptivity should not be limited only to the selection of tasks according to complexity (as in classical adaptive learning), it should include the possibility of choosing different ways of meaning formation (constructivism) and networking (connectivism). The results of the study are of direct practical importance for teachers, methodologists and developers of digital educational products.