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Informatics and education

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Vol 40, No 6 (2025)
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INFORMATIZATION OF EDUCATION

5-15 39
Abstract

   The relevance of supporting the professional development and consolidation of young teachers in the profession requires the development and implementation of modern variable mentoring models using the resources of the digital educational environment. The analysis of the state educational policy in the Russian Federation, the survey of the pedagogical community, the review of foreign and domestic research and the generalization of practical experience indicate the formation of prerequisites in the education system for the creation of comprehensive software products combining electronic resources, information and technological solutions for the organization of digital mentoring. The digital resource “Mentoring Center”, created on the ERA-SKOP electronic platform to manage and monitor the process of scientific and methodological support for the implementation of variable mentoring models for young teachers, includes a set of digital services: a digital passport for users; a service for researching the needs and deficits of mentors; a recommendation service; a navigator for support programs; a service for the formation and implementation of individual educational routes mentees; a service for scheduling training and mentoring events with an alert and navigation system; individual and group logs of mentors and mentees; service for individual user statistics. The content of the resource ensures the implementation of all the functions of a young teacher’s entry into the teaching profession at all stages of his professional development (motivation, adaptation, acquisition of professional experience, formation of individual educational route and individual pedagogical style, etc.). The resource “Mentoring Center” presented in the article can be used to study and improve the process of accompanying young teachers in educational organizations of various types and regional education systems of the Russian Federation.

16-27 47
Abstract

   The article addresses the problem of analyzing large corpora of scientific texts. It is noted that traditional scientometric approaches based on citation analysis do not always capture the substantive proximity of ideas or trace the intellectual continuity of scientific knowledge. The paper proposes an algorithm that combines the capabilities of large language models (LLMs) with quantitative analytical methods. The approach proceeds in two stages. At the first stage, LLM is used to automatically structure the text of a scientific paper and convert it into a machine-readable format. This yields, for each work, a vector representation of its thematic profile. At the second stage, thematic profiles of individual works and of pre-specified groups (schools of thought) are compared using centroid distances and clustering techniques. The ultimate goal is to move beyond formal relational analyses among researchers (e. g., “supervisor — dissertation candidate”) toward constructing an intellectual genealogy that tracks the evolution of schools of thought on the basis of the substantive proximity of their ideas. It is emphasized that the proposed approach does not replace expert assessment but serves as an auxiliary tool for navigating the scientific literature and identifying connections between studies.

28-38 48
Abstract

   The article explores the potential of dialogue simulators based on artificial intelligence as an innovative tool for teaching socio-humanitarian disciplines, and considers their role in solving the tasks of training specialists adapted to modern challenges identified in the strategic initiatives of the Russian Federation in the field of AI. The research methodology includes the analysis of the experience of simulators application in various spheres (medicine, military, industry) and experimental testing of the AI simulator developed for  the formation of conflict resolution skills in the hospitality industry. The experiment conducted among students of the Russian Academy of National Economy and Public Administration allowed us to evaluate the effectiveness of the simulator in comparison with traditional teaching methods. The results indicate a significant contribution of the simulator in improving the professional and linguistic skills of students, as well as in providing personalised feedback in accordance with the methodology developed. The practical value of the study lies in the proposal of technological and methodological solutions for the integration of AI-technologies into the educational process, contributing to the improvement of the quality of students’ training.

39-48 34
Abstract

   The modern education system development is characterized by many uncertain, dynamically changing factors.

   The purpose and originality of the study presented in the article is to develop an automated system for building an effective educational trajectory in the conditions of external factors’ uncertainty.

   The developed system is a tool for assessment and dynamic adjustment of the educational process in accordance with the ongoing and possible future changes in external factors. The university industrial partners get a real opportunity to participate directly in the creation of a valuation criteria set and in the selection of educational trajectories. The developed automatized system integrates decision support methods, namely analytic hierarchy process, payoff matrix method, to consider the viewpoint of experts, and k-means clustering method for analyzing the students’ opinion. The experimental study of the system involved more than 100 master’s students: sixty 1st year students and forty six 2nd year students. The analysis showed that the application of the developed decision support system allowed to increase class attendance by 24 % and academic performance, while the proportion of students receiving excellent grades increased by 9 %. The system application enables the experts (Universities administration and teachers as well as industrial program partners) to modernize the educational trajectory promptly. Lecturers can prepare in advance for a potential reorganization of the educational process in the event of changes in external conditions.

   The novelty of the proposed approach is to integrate into a single learning management system a variety of modern and traditional methods: interviewing, clustering, decision support, forecasting changes in external factors, building an educational trajectory considering the opinions of all participants in the educational process.

PEDAGOGICAL EXPERIENCE

49-57 52
Abstract

   Currently, the most sought-after graduates in the labor market are those with not only management competencies but also experience working with software products, operational data, knowledge bases, and ERP systems. The availability of an ERP system offered by the country’s largest IT company, 1C, plays a key role in the educational process at universities. 1C technologies are being actively integrated into the curricula of federal and regional universities. I. N. Ulianov Chuvash State University stands out as the most effective IT training institution in the Chuvash Republic. Faculty of Economics of Chuvash State University has been teaching courses using 1C technologies for over 20 years. 1C:ERP technologies have gained significant interest among the university’s Business Informatics students. The 1C:ERP Enterprise Management 2 program at Chuvash State University is divided into sections: 1) a theoretical section, which includes studying the system’s architecture, modules, and integration with other 1C software products; 2) a practical section, which involves researching the 1C:Enterprise 8 platform and modeling its processes using examples from enterprises in the republic; and 3) project work, which
focuses on implementing group projects to implement 1C:ERP. During these sections, the most effective application and use of 1C solutions is assessed. The article presents the experience of teaching 1C:ERP Enterprise Management in Chuvash State University and identifies the specifics of improving the implementation of 1C technologies in the university’s educational process. Particular attention is paid to the interaction between the university and the end user — the employer organization. As a result of this interaction, Chuvash State University opened an interfaculty 1C basic laboratory and developed networked forms of delivery for educational programs in the Information Business Analytics specialization.

58-64 43
Abstract

   The article examines the key challenges facing Russian information systems developers in the current geopolitical environment, provides examples of government measures in response to emerging threats, and identifies problems in the training of highly qualified personnel. The impact of the current geopolitical situation on the Russian information technology sector is assessed, emphasizing the need to create a sustainable personnel training system. The importance of developing domestic personnel and innovative solutions is emphasized, which requires active collaboration between the government, educational institutions, and IT companies. The article examines implemented government support measures, such as tax incentives and subsidies, as well as professional retraining programs aimed at developing IT competencies. Particular attention is paid to the need to create a model of interinstitutional cooperation, where the government plays a key role in organizing educational processes and establishing a regulatory framework. This model of cooperation, which includes the government, leading IT companies, and educational institutions, is proposed. The model is aimed at more effectively managing the professional competencies of IT specialists. The article emphasizes that effective collaboration between all participants in the education and business systems will help overcome current challenges and create innovative solutions that meet market needs.

PEDAGOGICAL ASSESSMENTS AND TESTS

65-72 60
Abstract

   The article presents the results of an empirical study on the effectiveness of a digital platform for network projects in additional education for developing children’s inventive competencies. The pedagogical experiment (n = 250, 2022–2024) compared traditional teaching methods with the use of the online course “Nobel Heirs” and a learning analytics system. Torrance Test of Creative Thinkingт (figural battery), subjectivity questionnaires, and platform activity log analysis were used. Statistical processing included Student’s t-test, analysis of variance, and effect size calculation (Cohen’s d coefficient). Results showed statistically significant differences between experimental (n = 128) and control (n = 122) groups: fluency (t = 4.82; p < 0.001; d = 0.79), flexibility (t = 3.94; p < 0.001; d = 0.68), originality (t = 5.21; p < 0.001; d = 0.84), subjectivity in co-creation (t = 4.15; p < 0.001; d = 0.72). Correlation analysis revealed a significant relationship between platform activity and creativity growth (r = 0.64; p < 0.01). A metric for evaluating the effectiveness of the digital environment DICE (Digital Invention Creativity Effectiveness) was developed, considering product creation frequency, solution originality, project completion rate, and collaboration interactivity. The data demonstrate the feasibility of integrating educational data mining methods into children’s additional education practice.

73-81 42
Abstract

   The study presented in the article aims to investigate the effectiveness of using digital technologies in preparing future preschool educators for developing children’s emotional sphere. Modern trends in digital transformation of pedagogical education necessitate the formation of students’ competencies in working with VR simulators of pedagogical situations, artificial intelligence systems for emotion recognition, and adaptive educational platforms.

   The purpose of the study is to identify key factors influencing future educators’ readiness to use digital tools for preschoolers’ emotional development and to develop an experimentally validated training model.

   The methodological basis consisted of a quasi-experimental design with control and experimental groups. The empirical base included 118 third-year students majoring in 44.03.01 “Pedagogical Education” (Preschool Education profile) from Melitopol State University. The experiment employed an adapted methodology for diagnosing readiness for children’s emotional development, a digital competence questionnaire for educators, an original methodology for assessing VR simulator skills, and adaptive learning technologies on the Moodle 4.3 platform with AI assistant integration for analyzing pedagogical cases. The study results demonstrate a statistically significant increase in the cognitive-emotional readiness component in the experimental group by 28.7 % with a coefficient of determination R2 = 0.694. A strong positive correlation was established between digital competence level and readiness for children’s emotional development (r = 0.812, p < 0.001). The practice-activity component showed an increase of 28.5 % versus 2.9 % in the control group. Retention of achieved changes was 91.3 % after three months. The regression model identified initial digital competence as the most significant predictor of success (β = 0.421, p < 0.001).

   The theoretical significance of the study lies in expanding understanding of psychological and pedagogical mechanisms for forming professional readiness to use digital technologies in preschool education.

   The practical value is determined by the possibility of applying the developed model to improve the effectiveness of educator training programs.

   VR simulators of pedagogical situations showed particular effectiveness (r = 0.746 with readiness), justifying their priority implementation in the training process.

82-89 48
Abstract

   The article presents the results of a quasi-experimental study on the effectiveness of an additional education program aimed at developing the creativity of primary school students through interaction with artificial intelligence technologies. A sample of 156 students in grades 3–4 (M_age = 9.3 years, SD = 0.6) was assessed for dynamics of creativity and components of information culture in the field of AI from October 1 to November 30, 2025. An adapted Torrance figural test of creativity and an authorial AI information culture questionnaire (α = 0.84) were used. The results showed a statistically significant increase in fluency (d = 1.12), flexibility (d = 0.89), originality (d = 0.94), and elaboration (d = 0.76) in the experimental group compared to the control group (p < 0.001). Significant correlations were found between creativity dynamics and growth in cognitive (r = 0.67), critical-reflexive (r = 0.71), and practical-activity (r = 0.64) components of information culture. The obtained data confirm the effectiveness of integrating AI tools into additional education programs for the purposeful development of creative thinking in primary school students.



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ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)