Velikaya N.M., Irsetskaya E.A., Narkhov D.Yu., Narkhova E.N. Educational strategies of students in the context of digitalization. Economic and Social Changes: Facts, Trends, Forecast. 2024. Vol. 17. No. 6. Pp. 260–278. DOI: 10.15838 ...

Текст статьи на сайте журнала URL: http://esc.vscc.ac.ru/article/30178/full?_lang=ru (дата обращения 05.01.2025)

Abstract

Digitalization of education has a serious impact on the nature of the transformation taking place in the learning process and also on the interaction of all participants in the educational process. However, these changes have regional specifics due to uneven digitalization of Russia’s constituent entities and the peculiarities of integration of digital methods by various educational centers. At the same time, the changing meanings and values of education make it necessary to identify and describe educational strategies of modern students, as well as motivation, determining educational strategies. The study is based on the data obtained in the course of the surveys conducted by ISPR FCTAS RAS in 2021 and 2023. Arrays of three large educational centers (Moscow, Yekaterinburg and Irkutsk) were used for the article. We clarify the impact that distance learning, which had to be implemented in the context of the COVID-19 pandemic, had on the educational process, and show that the accelerated process of transition to new educational practices was carried out unevenly, which reflects regional differences in the assessment of online learning formats. It is noted that students’ educational strategies are based on understanding the category of life success. Professionalism is an important component of life success for modern youth. During the data analysis, we identify two main strategies for achieving life success. The first strategy assumes high importance of intelligence as a key component in achieving success and welfare, regardless of the chosen field of activity. The second strategy involves relying on a high level of development of professional data and competencies in a chosen professional environment. Empirical data demonstrate a higher level of proficiency in basic digital skills among students in Moscow. The evaluation vector is shifted from the capital to the periphery. The same situation is observed with respect to students’ assessments of skills related to personal characteristics and safety. The obtained conclusions can become the foundation for designing and implementing tools for adjusting the management system of higher education on the path of modernization processes associated with widespread introduction of information technology.