The relevance of this study stems from the shift in teacher education toward the “research as practice” model, which requires future teachers to possess competencies in scientific inquiry and data analysis. However, the learning management systems (LMS) in which the educational process predominantly takes place today are effective at transmitting knowledge but poorly support the open-ended, non-linear, and project-based nature of research work. The purpose of this article is to propose a conceptual model of an ecosystem for managing the research work (R&D) of future teachers, based on the synthesis of digital technologies and the principles of developmental management. The study is structured according to the logic of design-based research aimed at developing and testing a pedagogical innovation. The research was of a mixed-methods nature and comprised three consecutive stages: 1) analytical and design; 2) experimental; 3) evaluative and reflective. The methodological framework consisted of a case analysis of the integration of research modules into LMS, theoretical modeling, and an expert survey of pedagogical university faculty. The outcome of the study is a three-component “R&D Ecosystem” architecture, which includes modules for intelligent tracking, collaborative reflection, and a project portfolio. It is demonstrated that the implementation of the model shifts the focus of management from deadline control to the formation of the student’s research identity and agency. The significance of the work lies in the possibility of integrating the proposed model into existing LMS platforms (such as Moodle) to modernize teacher training.
ntroduction. The relevance of the study is driven by an objective contradiction between the demand, as articulated in the Federal State Educational Standard for Primary General Education, for educating a personality prepared for constructive interethnic dialogue, and the actual pedagogical practice in primary schools, where the development of the ability to interact with peers in a polyethnic environment most often occurs spontaneously, without reliance on specially designed didactic conditions. The research problem lies in the absence, within both the theory and practice of primary education, of a scientifically grounded model for the stage-by-stage formation of conscious and value-oriented behavior in primary schoolchildren in situations of intercultural communication. This leads to a misalignment between students' awareness of the principles of respectful cooperation and their actual communicative actions in a multinational classroom. The aim of this article is to reveal the content of this skill, to present the author's model of its formation, and to outline the ways of its implementation taking into account the multi-ethnic and multi-religious nature of Russian society. Methodology. The study employed a set of theoretical methods: comparative analysis of psychological, pedagogical, and methodological literature, as well as generalization and systematization of pedagogical experience. The empirical part included a diagnostic study of the level of development of primary schoolchildrenʼs ability to interact with peers in a polyethnic group, based on the methods of unfinished stories and questionnaires. Results. The comparative analysis revealed the specific features of the target orientations within the spiritual-moral domain in a multicultural educational space: emphasis is placed on the value of the human person, on respectful attitudes toward others regardless of their national, cultural, or religious affiliation, and on the development of communication skills for interethnic dialogue and cooperation. The findings of the ascertaining assessment confirm the persistent gap between the declared norms of interethnic interaction and children's actual behavior. The empirical data obtained formed the basis for the authorʼs model of developing this ability, while the identified typical difficulties (inability to consider the emotional state of a peer of a different nationality, stereotypical reactions in non-standard situations) allowed for a more precise specification of the substantive content of each identified component. The proposed methods for developing the ability under study directly address the deficits recorded among real students. Conclusion. The scientific novelty of the research lies in defining the substantive characteristics of the components of primary schoolchildren's ability to interact with peers in a polyethnic environment. The conditions and methods for the development of each component are determined through the inclusion of students in various types of activities, ensuring a sequential progression from the assimilation of spiritual-moral values to their internalization, and further, to the accumulation of experience in positive interethnic interaction. The pedagogical innovation consists in the creation of a structural-content model comprising three interconnected stages: 1) the axiological stage (appropriation of the value “The Other is equal to me” through the analysis of literary and ethnocultural texts), 2) the activity-reflexive stage (living through interethnic situations in role-playing games and projects, followed by reflection), and 3) the practice-oriented stage (independent application of cooperation skills in joint creative activities with children of other nationalities).
The research aims to theoretically substantiate, develop, and present a structural-functional model for digital culture formation among senior school students within the upbringing environment of a general education institution. The article presents a designed model that includes methodological-target, motivational-value, activity-based, and control-analytical blocks. The school’s upbringing environment is viewed as a key factor ensuring the formation of digital culture among high school students. The scientific novelty of the study lies in the justification and implementation of the unity of systemic-axiological, culturological, and technological approaches as a methodological strategy. This allows the process of digital culture formation in senior students to be represented as a holistic structural-functional model. As a result of the study, the content and interconnections of the model’s structural blocks are defined, and criteria and indicators for assessing the level of digital culture formation in senior school students are identified (motivational-value, cognitive, activity-informational, and reflexive-evaluative).
A key aspect of the humanistic assessment of artificial intelligence (AI) systems is viewed through the lens of a three-act tragedy. The emergence of large language models (LLMs), such as GPT, has led to profound changes in the relationship between humans and machines. Organization, linked to technology, presupposes an organizing subject, but organization also tends to transform the organizer from an organism into a machine. Act I describes the conflict between natural and artificial intelligence, revealing the difficulties of integrating the organic and the organized (technical) into a single paradigm for perceiving reality. The main epistemological problems of new media stem from their technological features (“hallucinations,” “opacity,” epistemic groundlessness), algorithmic bias, and false trust. Act II focuses on the impact of digital platforms on education and human intellectual autonomy. Thanks to new media, modern humans have strengthened their dominance over existence, expanding the scope of consumption. This expansion has led to the disappearance of the boundary between material and spiritual culture. Through this mediation, direct contact became excessive consumption. Under these conditions of excess, domination became slavery, as it was deprived of autonomy, property, and satisfaction. Act III examines the conflicts between reality and virtuality in connection with the ubiquity of virtual environments, which blur the distinctions between real life and the world of simulation. Virtuality offers modern humans a liberation that is sometimes perceived as a threat as it presupposes the ability to independently find occupation and creative activity. The final section calls for a cautious approach to the development of AI technologies, considering the potential negative effects and the need for a thorough understanding of the philosophical and social context of these changes. The technical penetrates the realm of ontology and epistemology and conditions a new understanding of truth and knowledge. Therefore, when discussing technology, it is never too late to ask whether we actually know ourselves.
