Smirnova A.V. The model of developing digital scientific literacy of secondary school students // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 53-64

The article presents the results of a research on designing a structural and functional model of developing digital scientific literacy (DSL) in secondary school students. The relevance of the research is determined by the strategic objectives of the Russian Federation in the field of digital transformation of education and ensuring economic security, fixed in key government documents. Digital scientific literacy is defined as an integrative personality quality that combines the skills of effective use of digital technologies for searching, analyzing, critically evaluating and processing scientific information, as well as for communicating and solving research problems in a digital environment. In this study, the scope of its application is narrowed to the interaction of schoolchildren with scientific information in the educational process and in everyday life. The model is based on a synthesis of four methodological approaches: systemic (ensuring integrity), informational (focusing on working with information flows), polymodal (taking into account various channels of perception) and personality-oriented (aimed at individualization). This allows for the flexibility and adaptability of the educational process. The structure of the model identifies three interrelated components: motivational and value-based (forming a conscious need for developing DSL and ethical attitudes), content-based (integrating objectives, subject matter, methods and pedagogical conditions) and analytical and resultative (carrying out diagnostics of the levels of developing DSL and correction of the process). Special attention is paid to the implementation of the principles of flexibility and adaptability, increasing complexity of information flows, polymodality and facilitative interaction of subjects of education. The model was tested on the basis of three secondary schools, which confirmed the effectiveness of the chosen approaches and organizational and pedagogical conditions. The diagnostic tools developed and validated during the experiment provide teachers with a practical tool for assessing the level of developing of DSL in school students. The theoretical significance of the research lies in overcoming the fragmentation of existing concepts through the integration of research competencies and digital didactics into a holistic model. The practical significance lies in the possibility of using the model for designing educational programs, improving pedagogical technologies and developing methodological recommendations for teachers aimed at the effective formation of DSL in a digital educational environment. The prospects for further research are related to the integration of the model into the system of teacher training.

Keywords: digital scientific literacy, model of developing digital scientific literacy, digital educational environment, student research competencies, secondary school students, digital transformation of science and education

Telenkov E.A., Chekaleva N.V. Psychological and pedagogical aspects of social integration of school students through business partnerships // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 34-43

The article explores the specific features of students’ social integration within the educational environment, implemented through the collaboration between schools and the business sector. The research emphasizes the psychological and pedagogical dimensions that influence the development of students’ stable social skills, vocational self-determination, motivational sphere, and personal maturity. Ongoing transformations in the socio-economic and educational landscape necessitate the adoption of innovative approaches to student upbringing and socialization. In this context, partnerships between schools and business representatives gain particular importance, as they offer formats that facilitate students’ involvement in authentic socio-professional practices. The study aims to identify the psychological and pedagogical conditions that ensure successful social integration of students through participation in educational partnerships. The objective of the research is to clarify the conceptual meaning of social integration in relation to adolescence and early youth, as well as to examine the forms of school-business interaction that contribute to the development of students’ personal and professional orientation. The research methodology includes theoretical analysis, observation, synthesis of practical experience, and case analysis of school-based projects implemented in collaboration with enterprises. Social integration is defined as a gradual and managed process of students’ inclusion into social roles through the assimilation of norms, values, and behavior patterns characteristic of professional environments. The main focus is placed on analyzing interaction processes that promote effective integration of students into public and labor spheres through participation in educational, career-oriented, project-based, and volunteer initiatives. The findings indicate that partnership projects involving business representatives support the development of such student qualities as initiative, responsibility, decision-making ability, communication skills, and teamwork competence. As a result of school-business collaboration, students demonstrate increased cognitive motivation and the unfolding of individual abilities. Specific forms of cooperation are presented, including mentoring practices, project-based activities, and participation in vocational trials. The theoretical significance of the research lies in clarifying the concept of social adaptation and distinguishing it from the process of career guidance. The practical value is reflected in the development of methodological foundations for supporting students’ inclusion into professionally oriented communities.

Keywords: social partnership, student integration, career guidance, management, leadership, mentoring, career readiness, personal development, school and business, professional identity

Abakumova N.N., Krasnik Y.V. Monitoring the effectiveness of interactive educational resources: based on the cognitive training platform material // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 65-74

The paper highlights the issue of the insufficient development of diagnostic tools that allow for a comprehensive expert evaluation of interactive educational resources in the scientific and educational space of higher education institutions. The research objective was to substantiate and develop criteria-based indicators for interactive resources used in university teaching processes. The methodological basis of the study included conceptual provisions from theories on modeling in education, forecasting, simulation, and design of educational systems. A set of research methods was implemented: literature analysis, pedagogical modeling, surveying, testing, and pedagogical experimentation. The paper presents a monitoring model designed to assess the effectiveness of interactive educational resources. The model includes the following criteria: communicative interaction potential, student learning level, motivation towards studying academic subjects, critical assessment and selection of necessary information, audience coverage, personalization possibilities, performance indicators, and corresponding diagnostic instruments. The paper proposes both qualitative (lexical analysis of students’ responses and comments, case studies) and quantitative (tests, number of learners) evaluation methods within this framework. The model enables assessment of the educational potential of an interactive resource, its efficiency in the teaching process, and provides forecasts regarding possible transformations. The paper describes the process of model validation for which materials from the interactive cognitive training platform “Emotional Intelligence for Teachers” hosted on the open educational platform Stepik (https://stepik.org/course/251424/promo) were used. The paper provides the results of assessing the cognitive training platform “Emotional Intelligence for Teachers” by means of the discussed model. The gathered data shows that the initial monitoring can analyze cognitive, motivational, productive, activity, reflexive, and organizational components. Conclusions about the educational potential of digital resources based on clearly defined measurable components have been drawn. The paper states that the use of the monitoring model with established criteria and indicators serves as an effective tool for evaluating and optimizing the utilization of interactive resources in university instruction. Validation of these criteria and indicators through the example of the cognitive trainer confirmed their practical applicability and validity for assessing the educational potential of interactive resources.

Keywords: interactive educational resources, effectiveness monitoring, criteria indicators, diagnostic tools, cognitive training platform, educational potential

Neklyudova L.V. Pre-professional psychological and pedagogical training of schoolchildren in conditions of additional education // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 22-33

The current situation in modern education makes us increasingly turn to the issues of increasing the social attractiveness of teaching professions through the development of approaches to organizing psychological and pedagogical training of schoolchildren, allowing schoolchildren to come to a conscious professional choice and the formation of a strong professional interest. The experience of the Udmurt Republic in the implementation of psychological and pedagogical training of schoolchildren in the system of additional education is considered. The goal is to substantiate the problem-targeted approach in the selection and structuring of the relevant content, procedural and motivational-evaluation components of pre-professional training of schoolchildren for pedagogical activity in the context of additional education. In addition, the work characterizes the advantages of institutions of additional education (IEE) in the implementation of pre-professional psychological and pedagogical training of schoolchildren. Problem-based prerequisites for the development of pre-professional training of schoolchildren in additional education are formed, which allow us to determine the goals and relevant content of the training of schoolchildren. The semantic content of many prerequisites showed the need to introduce material aimed at forming physical, social and mental well-being of adolescents within the framework of pre-professional pedagogical training. An example of selecting educational content, organizational aspects and motivational and assessment system based on the problem-target approach for the first year of schoolchildren’s education is given. The main stages of the problem-target approach for selecting and structuring the relevant content and procedural and motivational components of pre-professional psychological and pedagogical training of schoolchildren are highlighted. All intermediate results of the indicators for assessing this training (qualitative and quantitative) reveal positive dynamics in the formation of social and pedagogical qualities (communication and organizational skills, social and emotional intelligence, tolerant attitudes) and in the social attractiveness of the teaching profession among pre-professional schoolchildren. Pre-professional training of schoolchildren for pedagogical activity will be effective if its educational content, organization and motivational and assessment aspects meet the needs and requirements of modern life, society and education. If we approach it formally, then instead of benefit it will cause harm, pushing children away from choosing teaching professions. The introduction of this training will be much more effective in the context of additional education, since it is based on no benchmarks or standards.

Keywords: institutions of additional education, pre-professional psychological and pedagogical training, teacher, pedagogical class, educational content

Galaktionova T.G., Butkevich Y.V., Azbel A.A. Analysis of the possibilities of the reader’s quest festival as a multimodal practice of activating the personal potential of schoolchildren // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 44-52

An analysis of the documents of modern educational policy indicates that the development of personal potential is one of the priorities of modern education. Among the possible resources in solving this problem, a special role belongs to the culture of reading. Domestic and foreign studies confirm the correlation between the level of reading literacy of schoolchildren and their success in education and social interaction. There is a reason to believe that the phenomenon of personal potential development in a reading person is explained by the complex effect of reading on key aspects of personality. This concerns the strengthening of cognitive and metacognitive capabilities, emotional and social intelligence, the formation of a value-semantic sphere, the development of imagination and creativity, and psychological stability. At the same time, it must be recognized that the reading culture itself is in dire need of active help and support for its preservation and development. The authors’ experience shows that one of the most effective ways to introduce schoolchildren to the book is the «reading in action» strategy – activating the need for reading through communicative and creative practices based on polycode methods of interacting with the text. The reader simultaneously uses and creates meanings through different sign systems (codes) that go beyond the traditional verbal text. It should be noted that in recent years, multimodal pedagogy has been taking a leading position among global educational trends in the Russian context. We believe that the search for specific, effective and scalable practices focused on the development of personal potential through reading experience by means of multimodal pedagogy is an urgent scientific and practical task. The purpose of the authors is to evaluate the possibilities of the reader’s quest festival as a multimodal practice for activating the components of the personal potential of schoolchildren based on the content analysis of the participants’ feedback. For this purpose: the connection of multimodality, reading experience and activation of personal potential of schoolchildren is theoretically substantiated; the concept and practice of organizing a quest festival based on the key principles of multimodal pedagogy (the use of multiple sign systems, subjectivity of choice, synergy of modalities, interiorization of meaning) are described; the method of content analysis used is characterized; according to the results of the quest festival, data are presented indicating the activation of a number of components of personal potential; based on the identified markers, a trend is described that indicates a possible relationship between the successful reading experience of quest festival participants and the activation of various components of personal potential. The theoretical and practical significance lies in the fact that the research creates a theoretical and methodological basis for the integration of multimodal practices into the educational process of the school. A specific toolkit for solving urgent pedagogical problems is proposed: introducing schoolchildren to reading and creating conditions for the development of personal potential. The results obtained indicate that the quest festival, built on the principles of multimodal pedagogy, allows students to create conditions for successful reading experience and situational activation of components of personal potential. For consolidation and further development, it is necessary to integrate such practices into the systematic work of the school.

Keywords: multimodality, multimodal pedagogy, multimodal practice, personal potential, situational activation, reading experience, motivation to read, reader’s quest festival, educational environment, semiotic didactics, interactive tasks, teamwork, All-Russian educational project “Workshops of Growth”

Lubkov A.V. China and Russia: Traditions and Innovations in Education // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 7-21

The heritage of two world powers, Russia and China, possesses immense potential in shaping the future development of the education system. It is relevant to run into the problem of traditions and innovations because modern world is rapidly mastering advanced technologies, including the artificial intelligence. The history and culture of both countries are the main sources in the understanding of interconnections teacher – student, content of education – technologies. This comparative-historical study allows to define the importance of the mentor’s role in educating the rising generation. The study of Confucian ideas and Russian socio-pedagogical thought reveals a deep layer of worldview issues. Value-semantic characteristics form the core of a civilization. The author’s perception of the meaning-forming heritage of the two civilizations actualizes the research methodology. The author assumes that methodology and value system are dialectically related in the cognition. Methodological approaches to social construction go back to moral philosophy in both China and Russia. The article analyzes the distinctive features of the Russian tradition. Upbringing and education have been closely related to Orthodox understanding of the world for centuries in Russia. It laid the foundations of worldview, goals and meaning of life. The secularization of consciousness contributed to the breaking of these relationships. The author gives examples of dialogue between nihilists and those who are considered to be conservatives, on the example of confrontation in space of Literary and public discussions of the XIX century. The author concludes that the experience accumulated by two different civilizations makes it possible to solve modern problems of education using a general humanitarian, general philosophical approach. The main principle of a harmonious combination of traditions and innovations should be implemented in the era of the digital economy. The author refers to the modern practice of interaction between Moscow State Pedagogical University and leading pedagogical universities in China to create “positive” training technologies based on the integration of technological and humanitarian components. Moscow State Pedagogical University has the experience of the pilot project on the implementation of the educational and educational component of the educational process. The author’s conclusion actualizes the significance of the application of methodological solutions that contribute to the development of personality in conjunction with the cultural and historical context.

Keywords: pedagogical traditions, innovations in education, Russian pedagogical thought, Chinese experience, values and meanings, unity of history and culture, methodology of education, civilizational heritage