Propaedeutic course of informatics in the digital transformation of education period — basic principles
https://doi.org/10.32517/0234-0453-2025-40-3-5-14
Abstract
The article examines the principles of implementing a propaedeutic informatics course in the context of digital transformation in education. Through an analysis of the historical development of the course from the 1980s to the present, key trends shaping its current state are identified. Particular attention is given to the period of 2010–2024, marked by a shift from a subject-oriented approach to fostering interdisciplinary competencies, including foundational digital literacy, critical and algorithmic thinking, and the integration of digital technologies across disciplines. The central outcome of the study is the development of a conceptual framework based on five interconnected principles: immersion, loyalty, adaptation, preservation, and comprehensive consideration. The immersion principle ensures age-appropriate learning tasks by leveraging zones of proximal development and gamification. The loyalty principle focuses on cultivating digital ethics and information culture. The adaptation and preservation principles address the gradual introduction of digital tools while accounting for students’ cognitive and physiological needs, as well as mitigating potential risks. The principle of comprehensive consideration promotes systemic thinking through multifaceted analysis of information processes. Methodologically, the study employs systematic literature reviews, empirical case studies, expert interviews, and multi-stage testing of proposed teaching strategies. The results are presented as a structured framework comprising problem-oriented, theoretical, content-based, and practical components. Special emphasis is placed on integrating these principles into teacher training programs and developing corresponding instructional materials. This research contributes to advancing early informatics education by offering evidence-based approaches to curriculum design in the digital era. Future research directions include evaluating the efficacy of these principles, adapting methodologies for inclusive and multilingual settings, and creating diagnostic tools to assess primary school students’ digital competencies.
About the Author
D. I. PavlovRussian Federation
Dmitry I. Pavlov, Candidate of Sciences (Education), Associate Professor
Institute of Mathematics and Informatics; Department of Theory and Methods of
Teaching Mathematics and Informatics
Moscow
References
1. Papert S. Mindstorms: Children, computers, and powerful ideas. New York, Basic Books; 1980. 288 р.
2. Pervin Yu. A. Concept of early informatics education. Informatics and Education. 2003;(4):80–88. (In Russian.)
3. Bocconi S., Chioccariello A., Dettori G., Ferrari A., Engelhardt K., Kampylis P., Punie Y. Developing computational thinking in compulsory education. Implications for policy and practice. EUR — Scientific and Technical Research Reports. European Commission Joint Research Centre; 2016. 68 р. DOI: 10.2791/792158.
4. Grinshkun V. V., Levchenko I. V. Flagship of modernization. School informatics: History, foundation, principles. Teacher’s Newspaper. “ICT in Education” Supplement. 2008;(18(30)):9–11. (In Russian.) Available at: https://ug.ru/flagman-modernizaczii-shkolnaya-informatika-istoriya-fundament-princzipy/
5. Bosova L. L. Computational thinking as a strategic goal of general education in informatics and IT. Current Issues of Teaching Informatics and Mathematics in Modern School. Proc. of the International Scientific-Practical Online Conf. Moscow, Moscow Pedagogical State University; 2019:10–17. (In Russian.) EDN: TLQJAW.
6. Bosova L. L. Training primary school students in informatics and ICT: Experience, current state and prospects : monograph. Moscow, BINOM. Laboratoriya Znanij; 2012. 192 p. (In Russian.)
7. Webb M., Davis N., Bell T., Katz Y. J., Reynolds N., Chambers D. P., Sysło M. M. Computer science in K-12 school curricula of the 2l<sup>st</sup> century: Why, what and when? Education and Information Technologies. 2017;(22(2)):445–468. DOI: 10.1007/s10639-016-9493-x.
8. Kurin A. Yu. Features of teaching informatics in primary school: Analysis of approaches. Technologies in Education. Proc. of the Scientific-Practical Conf. Tambov, Derzhavin Tambov State University; 2020:58–63. (In Russian.) EDN: FELGJS
9. Hazzan O., Lapidot T., Ragonis N. Guide to teaching computer science: An activity-based approach. 3<sup>rd</sup> ed. Springer; 2020. 427 р.
10. Pavlov D. I. Formation of the reader’s component of basic instrumental literacy in mastering the propaedeutic course of informatics by primary school students : Cand. ped. sci. diss.: 13.00.02. Moscow; 2020. 174 p. (In Russian.) EDN: SPVVZR.
11. Pavlov D. I. Informatics in primary school: Current stage of teaching methodology development. Moscow, Moscow Pedagogical State University; 2024. 268 p. (In Russian.) EDN: HNABII. DOI: 10.31862/9785426314597.
12. Uvarov A. Yu. The model of the digital school and the digital transformation of education. Researcher. 2019;(1-2(25-26)):22–37. (In Russian.) EDN: GTOGGY.
13. Gordienko O. V., Sokolova A. A., Simonova A. A. Axiological characteristics of digitalized education. Pedagogy and Psychology of Education. 2019;(3):9–21. (In Russian.) EDN: UNDWFU. DOI: 10.31862/2500-297X-2019-3-9-21.
14. Ustyuzhanina E. V., Evsyukov S. G. Digitalization of the educational environment: Opportunities and threats. Vestnik of the Plekhanov Russian University of Economics. 2018;(1(97)):3–12. (In Russian.) EDN: YSJCMG. DOI: 10.21686/2413-2829-2018-1-3-12.
15. Fedosov A. Yu. Theoretical, methodological and pedagogical approaches to solving educational tasks in the school course of informatics and ICT : Monograph. Moscow, Publishing House of Russian State Social University; 2008. 239 p. (In Russian.)
16. Başaran M., Metin Ş., Vural Ö. F. Meta-thematic synthesis of research on early childhood coding education : A comprehensive review. Education and Information Technologies. 2024;(29(16)):20795–20822. DOI: 10.1007/s10639-024-12675-2.
17. Fowler B., Vegas E. How England implemented its computer science education program. Brookings Institution; 2021. 24 p. Available at: https://www.brookings.edu/wp-content/uploads/2021/01/How-England-implemented-its-computer-science-education-program.pdf
18. Gladkikh Yu. P., Shirina A. A. Current problems of teaching informatics in general education. Nauchnyj Aspekt. 2024;21(1):2637–2644. (In Russian.) EDN: BMTJZP.
Review
For citations:
Pavlov D.I. Propaedeutic course of informatics in the digital transformation of education period — basic principles. Informatics and education. 2025;40(3):5-14. (In Russ.) https://doi.org/10.32517/0234-0453-2025-40-3-5-14