Keyword: «pedagogical innovations»

The paper deals with possible pedagogical innovations of educational system on materials of reports of Open University of Great Britain and the European commission on questions of education and culture. The authors bring the adapted pedagogical techniques, which can be applied in educational organizations, give possible forms of introduction taking into account the system of Russian education.

The article describes the main areas of professional growth of the teacher, participated in the regional innovation platform. Specific examples of achievements in these areas methodical association of mathematics teachers of the Lyceum 21 of Kirov, carried out in the course of the regional innovation platform “Relation-ship content, forms and methods of the primary and secondary school mathematics education”.

Modern society is capable of living in a rapidly changing world that determines the development of the digital economy. Students entering the big life find themselves in an unpredictable and changeable environment. The new trajectory of development creates favorable conditions for innovative specialists who possess psychological and pedagogical knowledge, which can support young persons, help them find themselves in the "digital environment", become independent and confident. This is a person who is interested not only in his/her subject, but also having a wide Outlook. In a word, this is a tutor with an individual zest! And only this kind of person can organize young people to find and select the necessary knowledge from a huge array of information. Further improvement of tutoring technology is especially important today, in the era of digital transformation, and this once again underlines the relevance of scientific research in this area. Thus, the purpose of the article is to study the impact of digitalization on the trajectory of pedagogical innovations. The digital format of the all-Russian population census in 2020 allows for a comprehensive study of the problems of pedagogical innovation and tutoring with experimental elements, creatively prepare young people for the upcoming event and help them with further self-determination. The main methodological basis of the research is the study of innovative approaches, as the most effective in solving the tasks and based on reflective activity-oriented methods. Based on the analysis of scientific literature and the reflection of the authors ' own experience, original results are obtained when digital technologies are combined with innovative pedagogy. Adaptation of young people is carried out by various means, in various forms, depending on the style and experience of the tutor. The economic and statistical project "DIGITAL 20\20" (assistance in creating the digital future in the framework of the 2020 census) is an instrument with elements of the experiment. According to the results of the studies, the tutoring method in project activities has proven to be positive. Tutoring made it possible to quickly disseminate knowledge and skills among young specialists. The practical focus of this work emphasizes its importance for the training of young professionals in the conditions of digital economy.

Higher education has no equal in terms of the scale and power of influence on all aspects of society development, therefore it must meet the modern requirements of social development. The transition of society to a new condition is accompanied by qualitative shifts in all spheres of human life, including higher education, which plays a multifunctional role. The purpose of the study is to identify the resource potential of higher education in the innovative development of society. To achieve the goal, a general scientific systemic approach was applied, in accordance with which higher education is considered as a complex dynamic system. A conceptual (theoretical) analysis of the main trends in the development of the modern higher education system is used. Modern scientific publications served as the theoretical and methodological basis for the study. The analysis of scientific literature indicates that we have certain theoretical prerequisites for researching the problems of higher education. A review of scientific publications makes it possible to assert that the socio-economic conditions of higher education development have a significant impact on the innovative development of society. As a result of the study, the factors that determine the resource potential of higher education in the innovative development of society have been identified. These are : a strategy of advanced development of the higher education system; development of a new concept of academic staff training; ensuring the possibility of obtaining high quality education; system of effective financing of education; stimulating the productive activity of teachers; flexible and individualized system of staff motivation in educational institutions; objectivity, transparency, dynamism and flexibility of criteria for assessing the success of university staff. The theoretical significance of the work lies in the possibility of using the results of the research conducted by the author, her conclusions as the basis for expanding the base for further research in the stated area in order to form a comprehensive opinion about the problem.

The relevance of this research stems from the increasing role of human capital as a key factor in economic development amid digital transformation, coupled with the intensive implementation of pedagogical innovations despite inadequate understanding of their actual economic efficiency. A fundamental contradiction exists between the scale of global investments in education and the limited clarity regarding the mechanisms by which these investments translate into measurable socioeconomic outcomes. The absence of an integrative theoretical model impedes evidence-based decision-making in educational policy. The aim of the study is the theoretical analysis and conceptualization of the relationship between human capital investments and the effectiveness of pedagogical innovations within the context of the modern economics of education. The methodological basis is a systemic and interdisciplinary approach, integrating neoclassical human capital theory, institutional economics, and contemporary pedagogical concepts. The primary method is a systematic review of domestic and international literature for the period 2020–2025, supplemented by comparative analysis, critical analysis, and theoretical modeling. The main results include: the systematization of contemporary approaches to evaluating investments and innovation effectiveness; the identification of critical research gaps; the development of a typology of pedagogical innovations based on economic characteristics; and the formulation of an integrative theoretical model that reflects the nonlinear relationships among investments, innovations, mediating factors, and educational outcomes. The theoretical significance of the work lies in its contribution to the development of the economics of education through the conceptualization of the mechanisms for transforming investments into qualitative changes in human capital via pedagogical innovations. The practical significance lies in the applicability of the developed model for justifying investment decisions at the level of public educational policy and educational organization management, as well as for designing evidence-based programs for implementing pedagogical innovations. The scientific novelty of the research consists in the theoretical substantiation of the link between human capital investment and the effectiveness of pedagogical innovations based on an interdisciplinary synthesis of economic theory and pedagogical science. It marks the first attempt at a comprehensive systematization of the criteria for evaluating the effectiveness of pedagogical innovations within the framework of human capital theory.