Keyword: «quest technology»

The article reveals the features and psychological and pedagogical characteristics of the quest technology as an innovative inclusive educational technology. The methodological aspects of using the quest technology in the process of correctional and developmental work with students with disabilities are discussed.

The article contains information on the use of quest technologies in the process of teaching the topic "Truth tables of logical functions" in high school. The concepts of "Pedagogical technology" and "Quest technology" will also be considered.

In the Russian education system, game-based learning is gaining increasing popularity due to its appeal to modern students. Quest, as an interactive game technology, is widely used for developing foreign language communicative competence. However, the analysis of literature shows that typically web quests, rather than offline quests, are used for developing socio-cultural competence. The aim of this article is to study the motivational and didactic potential of offline quests in forming students’ socio-cultural portrait of their native country by means of a foreign language. This paper uses the English language teaching as an example. The methodological basis of the research includes: a multicultural approach in foreign language teaching, ideas of gamification in education, concepts of interactive foreign language learning and developing motivation, the concept of developing learners’ socio-cultural competence, and an algorithm for using quests in foreign language teaching. The authors conducted a trial experimental study to determine the learners’ attitudes towards quests as a means of acquiring knowledge about their native country in a foreign language. They also assessed the effectiveness of quest technology in generating this knowledge. The authors developed and implemented a quest called "Let Us Travel around Russia" for students aged 15–17, and conducted a questionnaire and post-quest testing. The research showed the following results: 1) the analysis of the questionnaire revealed a positive attitude of students towards participating in an offline quest in a foreign language and studying socio-cultural material about their native country in this format; 2) the analysis of the tests showed the effectiveness of developing learners’ knowledge after the quest. The theoretical significance of the study lies in the systematic analysis of scientific and methodological literature on the issue of using quests for the development of socio-cultural competence. The study also has practical significance since the developed tasks can be used both for conducting similar quests and for classroom work aimed at forming students' socio-cultural competence.

The relevance of the study is determined by the challenges of modern society, where a specialist's value is measured not only by subject knowledge but also by the ability for self-analysis, self-regulation, and responsible decision-making. These skills belong to the category of self-awareness skills. It is particularly important to develop self-awareness skills in high school students, as this period is crucial for the formation of professional identity and a personal value system. Research shows that the level of self-awareness among high school students remains low. Therefore, there is a need to find effective pedagogical technologies to solve this problem. The aim of the article is to identify and experimentally substantiate the effectiveness of an educational quest in English lessons as a means of developing self-awareness skills in 10th-grade students. The research methodology was based on a pedagogical experiment involving control (16 students) and experimental (17 students) groups. As part of the experiment, a specially designed English-language educational quest "The Incredible Theft," consisting of five story episodes, was implemented in the experimental group at Gymnasium No. 3 in Vladimir. Each episode contained tasks specifically aimed at stimulating self-analysis, self-control, and self-assessment. These tasks included creating a detective manifesto, conducting reflective discussions, analyzing internal barriers, planning and evaluating actions, and making moral choices. To assess the outcomes, pre- and post-testing using a self-awareness skills questionnaire and reflective essays were employed. A comparative analysis of the pre- and post-test results revealed a statistically significant positive trend in the experimental group. The share of students who did not demonstrate self-awareness skills decreased from 17.6% to 0%. The number of students with a high level of skill development increased fivefold, while those with an intermediate level nearly doubled. In the control group, the dynamics were insignificant and unstable. The theoretical and practical significance of the work lies in specifying the potential of quest technology for developing students' personal reflection. The practical value consists in presenting a thoroughly developed and tested model of an educational quest that teachers can adapt and use in English lessons to purposefully develop students' self-awareness skills.