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Informatics and Education is a double-blind peer-reviewed scholarly journal dedicated to the application of information technologies in education and methodological approaches to teaching informatics as a school subject. 

The Journal aims to present the results of fundamental and applied research in the field of informatics education, thereby stimulating scholarly discussions around topics associated with the role of information technologies in the modernization of the education system both in Russia and globally, use of effective techniques in teaching informatics at various school levels and encouragement of teacher development. 

The Journal has been published since 1986. ISSN 0234–0453

The Journal’s founders are the RF Ministry of Education, Russian Academy of Education and  "Education and Informatics", LLC.

The Journal publishes original research papers and review articles in Russian and English. 

Our Editorial Board comprises a panel of 10 renowned experts representing leading Russian and foreign scientific centres. Among the Editorial board members are 5 Academicians and 4 Corresponding members of the Russian Academy of Education and the Russian Academy of Sciences, as well as 6 foreign specialists from Bulgaria, Israel, Italy, Lithuania and the USA.

Since 2011, the Informatics and Education journal has been regularly included in the RF Ministry of Science and Higher Education Catalogue of peer-reviewed academic journals for the publication of principal scientific findings of doctoral and candidate dissertations (Higher Attestation Committee List). 

The journal is included in the Russian Science Citation Index (RSCI) based on the Web of Science.

The Informatics and Education journal is registered by the RF Federal Service for Supervision of Communications, Information Technologies and Mass Media under the registration number PI No. 77-7065.

Circulation – 2000 copies; frequency – 10 issues per year

The journal is distributed throughout the Russian Federation and CIS countries.

Current issue

Vol 40, No 5 (2025)
View or download the full issue PDF (Russian)

INFORMATIZATION OF EDUCATION

6-13 14
Abstract

The article presents a comprehensive study analyzing the challenges and prospects for the development of digital education in Krasnoyarsk Territory. The study aimed to identify key issues related to the digitalization of the educational environment and develop practical approaches to address them. The study utilized qualitative and quantitative analysis methods, including a pilot blitz survey of teaching staff, an analysis of dashboard data from the “Digital Educational Environment” platform’s analytics service, and a SWOT analysis. Particular attention is paid to the integration of the domestic digital platforms “My School” and “Sferum” into the educational process, as well as improving teachers’ digital competence.

The study identified three key challenges to the digitalization of education in Krasnoyarsk Territory: 1) a lack of technical infrastructure (ensuring equal access to high-speed Internet and modern equipment); 2) low digital competence among teachers; and 3) the lack of a systematic approach to the implementation of digital technologies. Solutions to these problems are proposed, including developing professional development programs for teachers and integrating immersive technologies (VR/AR) and gamification into their retraining process as a means of compensating for low levels of digital competence through interactivity and immersion, and also creating regional standards for assessing the quality of educational technologies.

The study’s novelty lies in adapting international experience (including the “European framework for the digital competence of educators: DigCompEdu”) to the regional conditions of Krasnoyarsk Territory. The results obtained are not only of local significance but can also be useful for developing digitalization of education in other regions of Russia with similar socioeconomic and geographic conditions.

The material is intended for a broad target audience — teachers, educational institution administrators, and educational technologies developers.

14-25 39
Abstract

The article discusses the possibilities of creating and implementing an intelligent digital assistant in the university student training process. Such an assistant, as practice shows, can greatly facilitate the learning process, help students in professional development, structuring information in such a way that it is as understandable and accessible as possible.

The main purpose of the study presented in the article is to model a prototype of an intelligent digital assistant that helps improve the quality of education at a university in a personalized format. The focus was on the question of what benefits, opportunities and practical application options this tool provides to students, as well as its potential impact on the quality of their learning.

The study included an analysis of the current needs of students from the considered perspective, an assessment of the readiness of university teachers to use a digital assistant in the educational process, the identification of universal criteria for creating intelligent digital assistants in the educational field, a comparison of existing digital assistants and their functionality, as well as the identification of those opportunities that may be most useful and in demand in this process. On this basis, an AI assistant prototype was developed and tested, providing personalized assistance to students at various stages of studying the discipline “Modern information technologies”.

As a result of the testing, it was determined that digital support is one of the key elements for students’ adaptation during the initial period of study at the university, when the majority of expulsions are due to academic failure. During the approbation, all the main functions and features of the proposed program were tested. The obtained test results indicate the effectiveness of the presented technological and pedagogical solutions in terms of improving the quality of training and the level of educational motivation of students.

PEDAGOGICAL EXPERIENCE

26-36 16
Abstract

Programming is a labor-intensive process that requires developers to undergo years of training and constant practice in coding. Therefore, in the search for ways to simplify the process of developing software algorithms, technologies such as No-Code and Low-Code for block assembly of applications have been developed. The use of Low-Code solutions significantly accelerates software development by minimizing manual programming effort.

The 1C:Enterprise 8.3 platform serves as a vivid example of such a tool, providing an extensive range of ready-made solutions and components that simplify the configuration and implementation of business applications. The article examines the main features of the 1C:Enterprise 8.3 system as a Low-Code platform for creating business applications and describes its potential use in universities. The study is based on general scientific methods, analysis and synthesis of scientific and specialized literature, and a comparative analysis of Low-Code technologies for developing business applications with other.

The study’s results are presented through an analytical review of the 1C:Enterprise 8.3 platform solutions used in the educational process for students in technical fields. The practical significance of the results obtained confirms the feasibility of using the 1C:Enterprise 8.3 platform in the educational process as an effective Low-Code tool for creating business applications, allowing you to speed up the development process and implement innovative ideas.

37-48 15
Abstract

The distinctive feature of Industry 4.0 is digital transformation of all sectors of the economy, accompanied by an exponential growth in the volume of data. Among these data, spatial data (geodata) makes up a significant share. Artificial Intelligence (AI) is becoming a key factor in the implementation of advanced technologies and digital tools in the field of geoinformatics, using machine learning algorithms (ML). This creates a pressing need for training students to use AI in this field, both from the modern labor market and in the context of engineering education.

The article examines the features of training future technical engineers whose professional functions involve managing geodata using AI. It is revealed the technological potential of AI for effective geodata management and examines the significance and prospects of using AI in geoinformatics. The methodical recommendations are offered for integrating AI into basic educational programs of future engineers. It is developed the content of disciplines aimed at mastering AI and ML, taking into account the features of geodata and spatial analysis. This will ensure high-quality training of future engineering and technical personnel for the use of AI to solve problems of analyzing and processing geodata in their professional activities.

70-79 12
Abstract

The study presented in the article aims to investigate the mechanisms for developing student motivation to accumulate a specialized knowledge base on strategic decisions in the context of informatics and digital educational technologies. Modern trends in digital transformation of higher education necessitate the formation of strategic thinking and decision-making capabilities in students under conditions of technological uncertainty. The purpose of the study is to identify key factors influencing students’ motivational processes when mastering strategic competencies and to develop an experimentally validated model of motivational intervention. The methodological basis consisted of a quasi-experimental design with control and experimental groups. The empirical base included 74 third-year students majoring in 02.03.02 “Fundamental Informatics and Information Technologies” and 44.03.02 “Psychological and Pedagogical Education” of Melitopol State University. The experiment employed an adapted the Academic Motivation Scale by R. Vallerand, a technological self-efficacy questionnaire, an original methodology for assessing strategic thinking in informatics, and adaptive learning technologies on the Moodle 4.1 platform. The study results demonstrate a statistically significant increase in intrinsic motivation in the experimental group by 31.4 % with a coefficient of determination R2 = 0.673. A strong positive correlation was established between technological self-efficacy level and motivation for knowledge accumulation (r = 0.796, p < 0.001). The theoretical significance of the work lies in expanding understanding of psychological and pedagogical mechanisms for forming motivation to accumulate specialized knowledge in a digital educational environment. The practical value of the study is determined by the possibility of applying the developed model to improve the effectiveness of educational programs in informatics and related disciplines.

PEDAGOGICAL STAFF

49-59 12
Abstract

One of the challenges of modern education is to prepare young people for an informed choice of profession and successful implementation of professional activities in adulthood. Since digital skills and the acquisition of relevant competencies are key requirements of today, there is a need for pedagogical universities to train specialists capable of addressing the challenges of schoolchildren’s career self-determination, taking into account the school curriculum in mathematics, informatics, economics, and other fields. To address this challenge, it is necessary to utilize not only new career guidance technologies but also improved training programs for future teachers.

The materials presented in the article were developed for the training of teaching staff at the Faculty of Mathematics of Perm State Humanitarian Pedagogical University as part of the implementation of the regional component of the curriculum, as well as for the continuing education of future teachers. The relevant professional tests were tested, in particular, during the implementation of the all-Russian project for early career guidance for schoolchildren “Ticket to the Future”, with state support as part of the national project “Education”.

The study made it possible to identify new opportunities for implementing the paths of future professional self-determination for schoolchildren in the digital educational ecosystem and, on this basis, formulate recommendations for training math and informatics teachers, concerning both the content of specialized disciplines in the optional part of the curriculum and their teaching methods.

PEDAGOGICAL ASSESSMENTS AND TESTS

60-69 16
Abstract

The digitalization of education in rural schools of the Russian Federation faces systemic barriers related to the insufficient readiness of teaching staff to work in a digital educational environment. The aim of the study is to experimentally test the effectiveness of a program for developing digital competencies of rural school teachers. The methodology included a pedagogical experiment involving 89 teachers from 31 rural schools in nine regions of the Russian Federation during the period from September 2023 to June 2024, control and experimental groups (44 and 45 teachers respectively), comprehensive diagnostics of digital competencies based on the DigCompEdu model, and statistical data processing using the Mann-Whitney and Wilcoxon tests. The ascertaining stage revealed a critically low level of digital readiness: only 18.2 % of rural school teachers demonstrate a sufficient level of ICT competence, 67.4 % experience difficulties in using digital educational platforms, and 58.4 % lack digital content creation skills. The formative experiment included a 72-hour training program with modules on the Federal State Information System "My School," digital educational resources, distance learning technologies, and virtual laboratories. The control stage recorded a significant increase in digital competencies in the experimental group (p < 0.01): the integral indicator increased by 43.7 % (from 38.2 to 54.9 points out of 88), the frequency of digital technology use increased 2.8 times, and the quality of created content improved by 51.3 %. Key effectiveness factors were identified: practice-oriented nature of training, mentoring, and technical support for schools. A model for continuous development of digital competencies of rural school teachers was developed, including a modular training system, distance support, professional communities of practice, and a progress monitoring system. The practical significance lies in the possibility of scaling up the tested program at the federal level to overcome digital inequality in education.

80-87 14
Abstract

The study presented in the article explores developing intercultural communication skills in pedagogical education using digital technologies. The goal of the study is to identify pedagogical conditions and methods promoting intercultural competence of future teachers through digital technologies.

Methodological basis of the study is competence-based, personality-activity and culturological approaches. The empirical basis of the study included experimental (n = 128) and control (n = 122) groups of pedagogical students. The experiment employed diagnostic methods for assessing intercultural competence and specially developed educational tasks using digital resources.

Results showed statistically significant differences (p < 0.01) between experimental and control groups in intercultural awareness (d = 0.76), communicative flexibility (d = 0.82) and ethno-relativistic orientation (d = 0.68) upon completion of training. The data indicate effectiveness of the proposed methodology in digital educational environments.

The findings have theoretical significance for higher education pedagogy and practical value for teacher training. Further research directions relate to developing intercultural training models at different levels of pedagogical education.

88-95 22
Abstract

The article examines phonetic difficulties arising in the acquisition of Russian as a foreign language (RFL) by speakers of non- related languages and proposes ways to overcome them in the context of digitalization of education. The relevance of the topic is due to the growing interest in studying RFL and the need to develop effective teaching methods that take into account the typological features of students’ native language. The purpose of the work is to identify the main phonetic difficulties and determine optimal ways to overcome them among speakers of Chinese language. The methodological basis of the study is an integrative approach combining methods of comparative linguistic analysis, experimental phonetics and linguodidactics. The empirical base of the study consisted of phonetic testing data from 120 RFL learners — speakers of Chinese language. A complex of phonetic tests and electroacoustic analysis using Speech Analyzer 3.0.1 software were used. Typical phonetic errors related to differences in articulatory bases and phonological systems of languages were identified. Chinese speakers have the greatest difficulties with mastering the categories of hardness/softness of consonants (55 % of errors). A complex of corrective phonetic exercises was developed and tested, showing effectiveness: the proportion of errors decreased by 30 % in Chinese students (p < 0,01). Comparative analysis showed the advantage of visual-motor methods over traditional imitative ones (increase of 25.1 % vs 14.9 %). The research results have theoretical value for comparative phonetics and linguodidactics, as well as practical significance for optimizing the RFL learning process in a digital educational environment.



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