The model of developing digital scientific literacy of secondary school students
DOI: 10.23951/1609-624X-2026-2-53-64
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
References:
1. Smirnova A.V. Issledovaniye urovnya sformirovannosti tsifrovoy nauchnoy gramotnosti uchashchihsya osnovnoy i sredney shkoly [A study of the level of formation of digital scientific literacy in primary and secondary school students]. Pedagogicheskiy zhurnal – Pedagogical Journal, 2024, vol. 14, no. 1-1, pp. 179–191 (in Russian).
2. Gavrilina A.A. Analiz ponyatiy “tsifrovaya sreda», “tsifrovaya gramotnost’” i “tsifrovaya kompetentsiya” v obrazovatel’nom protsesse [Analysis of the concepts of “digital environment”, “digital literacy” and “digital competence” in the educational process]. Tsifrovye tekhnologii na sluzhbe pedagogiki i psikhologii: sbornik nauchykh statey. Pod obshchey red. R.V. Ershovojy [Digital technologies in the service of pedagogy and psychology: collection of scientific articles. Under the general editorship of R.V. Ershova]. Kolomna, GSGU Publ.. 2021. Pp. 45–48 (in Russian).
3. Indeks tsifrovoy gramotnosti-2024: tsifrovaya gramotnost’ rossiyan ne rastet tretiy god podryad [Digital Literacy Index–2024: the digital literacy of Russians has not been growing for the third year in a row]. Analiticheskiy tsentr NAFI [NAFI Analytical Center]. Moscow. 2025 (in Russian). URL: https://nafi.ru/analytics/indeks-tsifrovoy-gramotnosti-2024-tsifrovaya-gramotnost-rossiyanne-rastet-tretiy-god-podryad-/ (accessed 04 March 2025).
4. Korostashova V.V., Arshba T.V. Formirovaniye tsifrovoy gramotnosti u uchashchikhsya sredney shkoly vo vneurochnoy deyatel’nosti [Formation of digital literacy among secondary school students in extracurricular activities]. Pedagogicheskaya perspektiva – Pedagogical perspective, 2024, no. 2(14), pp. 3–11 (in Russian).
5. Yusuf A.M., Hidayatullah S., & Tauhidah D. The relationship between digital and scientific literacy with biology cognitive learning outcomes of high school students. Assimilation: Indonesian Journal of Biology Education, 2022, vol. 5(1), pp. 9–18. URL: https://doi.org/10.17509/aijbe.v5i1.43322 (accessed 08 July 2025).
6. Dašić D., Kostadinović M.I., Vlajković M., Pavlović M. Digital Literacy in the Service of Science and Scientific Knowledge. IJCRSEE, 2024, no. 1. URL: https://cyberleninka.ru/article/n/english-16 (accessed 10 July 2025).
7. Caldeira V.M.M., Nunes J.R., Duarte J.S.X., Moço S.V. de S., Vieira J.L. da S., Ambrozio A.J.R., Favarato C.C., & Rodrigues F.F. Digital Scientific Literacy: Training Critibal Citizens in the Information Age. Lumen et Virtus, 2024, vol. 15, no. 43, pp. 7791–7807. doi: https://doi.org/10.56238/levv15n43-012 (accessed 10 October 2025).
8. Holincheck N., Galanti T. M., Trefil J. Holincheck N. Assessing the Development of Digital Scientific Literacy With a Computational Evidence-Based Reasoning Tool. Journal of Educational Computing Research, 2022, vol. 60, iss. 7. URL: https://journals.sagepub.com/doi/epub/10.1177/07356331221081484 (accessed 10 July 2025).
9. Ukaz Prezidenta Rossiyskoy Federatsii “O Strategii ekonomicheskoy bezopasnosti Rossiyskoy Federatsii na period do 2030 goda” ot 13.05.2017 № 208 [Decree of the President of the Russian Federation “On the Strategy of Economic Security of the Russian Federation for the period up to 2030” dated 05/13/2017 No. 208]. Ofitsial’nyy internet-portal pravovoy informatsii [Official Internet portal of legal information] (in Russian). URL: https://www.consultant.ru/document/cons_doc_LAW_216629/ (accessed 05 July 2025).
10. Rasporyazheniye Pravitel’stva RF “Ob utverzhdenii strategicheskogo napravleniya v oblasti tsifrovoy transformatsii obrazovaniya, otnosyashcheysya k sfere deyatel’nosti Ministerstva prosveshcheniya Rossiyskoy Federatsii i priznanii utrativshim silu rasporyazheniya Pravitel’stva RF ot 02.12.2021 N 3427-r” ot 18.10.2023 № 2894-r [Decree of the Government of the Russian Federation “On approval of the strategic direction in the field of digital transformation of education, related to the sphere of activity of the Ministry of Education of the Russian Federation and Invalidation of Decree of the Government of the Russian Federation dated 02.12.2021 No. 3427-p”] (in Russian). URL: https://www.consultant.ru/law/hotdocs/82304.html (accessed 06 July 2025).
11. Trushnikova T.G. Sistemnyy podkhod v pedagogike kak innovatsionnaya osnova formirovaniya obrazovatel’nogo prostranstva [A systematic approach in pedagogy as an innovative basis for the formation of the educational space]. ChiO, 2006, no. 7 (in Russian). URL: https://cyberleninka.ru/article/n/sistemnyy-podhod-v-pedagogike-kak-innovatsionnaya-osnova-formirovaniya-obrazovatelnogo-prostranstva (accessed 06 July 2025).
12. Kamaleeva A.R. Sistemnyy podkhod v pedagogike [A systematic approach in pedagogy]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2015, vol. 3 (9), pp. 13–23 (in Russian).
13. Yakovleva N.O. Informatsionnyy podkhod v pedagogicheskikh issledovaniyakh: sushchnost’, znacheniye, osobennosti realizatsii [Information approach in pedagogical research: essence, meaning, and implementation features]. Vestnik YuUrGU. Seriya: Obrazovaniye. Pedagogicheskiye nauki – Bulletin of SUSU. Series: Education. Pedagogical sciences, 2009, no 1 (134), pp. 16-22 (in Russian).
14. Bolbas G.V., Kananchuk O.O. Mul’timodal’nyy podkhod k organizatsii issledovatel’skoy deyatel’nosti uchashchikhsya [A multimodal approach to organizing students’ research activities]. Vesnіk MDPU іmya І.P. Shamyakіna – Vesnik MDPU named after I.P. Shamyakina, 2020, no. 1 (55), pp. 64–68 (in Russian).
15. V’yugina E.A. Polimodal’nyy podkhod v podgotovke budushchih uchiteley [A polymodal approach in the training of future teachers]. Mnogomernost’ budushchego – real’nost’ polimodal’nosti. Psihologiya, psihoterapiya, psihiatriya: sb. materialov konf., Novosibirsk, 1–6 dekabrya 2021 g. Obshcheros. prof. psihoterapevt. liga [The multidimensionality of the future is the reality of polymodality. Psychology, psychotherapy, psychiatry: collection of conference materials, Novosibirsk, December 01-06, 2021. General Professor. a psychotherapist league.]. Novosibirsk, Manuskript-SIAM Publ.. 2022. P. 26–31 (in Russian).
16. Serikov V.V. Lichnostnyy podkhod v obrazovanii: kontseptsii i tekhnologii [Personality-oriented approach in education: concepts and technologies]. Volgograd, Peremena Publ., 1994. 152 p. (in Russian).
17. Starshinova T.A. Adaptivnost’ psikhologo-pedagogicheskoy podgotovki v inzhenernom vuze [Adaptivity of psychological and pedagogical training in an engineering university]. Mir nauki. Pedagogika i psihologiya – Science World. Pedagogy and psychology, 2023, vol. 11, no. 5 (in Russian). URL: https://mir-nauki.com/PDF/07PDMN523.pdf (accessed 06 July 2025).
18. Mayer R.E. Multimedia Learning (2nd ed.). Cambridge, Cambridge University Press Publ., 2009. URL: https://www.jsu.edu/online/faculty/MULTIMEDIA%20LEARNING%20by%20Richard%20E.%20Mayer.pdf (access 07 July 2025).
19. Sweller J., Ayres P., Kalyuga S. Cognitive Load Theory. New York, Springer, 2011. URL: https://www.emrahakman.com/wp-content/uploads/2024/10/Cognitive-Load-Sweller-2011.pdf (accessed 07 July 2025).
20. Pichugina G.A., Kajbaliev A.G. Polimodal’noye obucheniye kak sredstvo povysheniya effektivnosti uchebnogo protsessa [Polymodal learning as a means of improving the effectiveness of the educational process]. Nauchen vektor na Balkanite – Scientific vector in the Balkans, 2019, no. 2 (4) (in Russian). URL: https://cyberleninka.ru/article/n/polimodalnoe-obuchenie-kak-sredstvo-povysheniya-effektivnosti-uchebnogo-protsessa (accessed 07 July .2025)
21. Kuzyoma T.B. Osobennosti fasilitativnogo vzaimodeystviya v obrazovatel’nom protsesse vysshey shkoly [Features of facilitative interaction in the educational process of higher education]. MNKO, 2023, no. 1 (98), pp. 178–180 (in Russian).
22. Shakhmatova O.N. Pedagogicheskaya fasilitatsiya: osobennosti formirovaniya i razvitiya [Pedagogical facilitation: features of formation and development]. Nauchnye issledovaniya v obrazovanii – Scientific research in education, 2006, no. 3 (in Russian). URL: https://cyberleninka.ru/article/n/pedagogicheskaya-fasilitatsiya-osobennosti-formirovaniya-i-razvitiya (accessed 16 April 2024).
23. Smirnova A.V. Uchebno-issledovatel’skaya i proektnaya deyatel’nost’ v shkole s primeneniem tsifrovykh tekhnologiy: uchebno-metodicheskoye posobiye [Educational, research and project activities in schools using digital technologies: an educational and methodological guide]. Chelyabinsk, Abris Publ., 2025. 152 p. (in Russian).
24. Qi Peiyu. Strukturno-funktsional’naya model’ v pedagogike [Structural and functional model in pedagogy]. Rossiyskaya nauka, innovatsii, obrazovaniye (ROSNIO-III-2024): sbornik nauchnykh trudov po materialam III Vserossiyskoy (natsional’noy) nauchnoy konferentsii s mezhdunarodnym uchastiem (30–31 maya 2024 g.) [“Russian Science, innovation, education” (ROSNIO-III-2024): collection of scientific papers based on the materials of the III All-Russian (national) Scientific Conference with international participation (May 30–31, 2024)]. Krasnoyarsk, Krasnoyarskiy kraevoy Dom nauki i tekhniki Publ., 2024. Vol. 12. Pp. 267–272 (in Russian).
25. Formirovaniye tsennostnykh orientatsiy obuchayushchikhsya, svyazannykh s zhizn’yu, zdorov’em i bezopasnost’yu cheloveka: metodicheskiye rekomendatsii [Formation of students’ value orientations related to life, health and human safety: methodological recommendations]. Author-compiler O.V. Novikova. Ekaterinburg, GAOU DPO SO IRO Publ., 2022. 35 p. (in Russian).
26. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, vol. 55(1), pp. 68–78. URL: https://doi.org/10.1037/0003-066X.55.1.68 (accessed 08 July 2025).
27. Boronenko T.A., Kaysina A.V., Pal’chikova I.N., Fedorkevich E.V., Fedotova V.S. Teoreticheskiye osnovy postroeniya kontseptual’noy modeli ponyatiya “tsifrovaya gramotnost’” [Theoretical foundations of building a conceptual model of the concept of “digital literacy”]. Saint Petersburg, LGU named after A.S. Pushkina Publ., 2021. 230 p. (in Russian).
( 984.86 kB ) 
( 942.54 kB )
Issue: 2, 2026
Series of issue: Issue 2
Rubric: GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
Pages: 53 — 64
Downloads: 8