Dar’ya A. Aleksina
Fostering student social activity in higher educational institution: an integrative model using digital technologies
Abstract. The article focuses on considering an issue of integrative pedagogical model development for fostering studentʼs social activity amidst the digital transformation of higher education and its evidence. The research relevance, as demonstrated by 2023 hh.ru data, stems from the crisis in traditional teaching methods, evidenced by graduates’ low level of soft skills development (23 % market demand alignment), and the necessity to integrate professional training with civic identity formation. The article’s objective is to present the theoretical and methodological foundations and describe the practical implementation of the integrative «Student Social Activity Accelerator» model, which synthesizes pedagogical approaches and digital tools. The methodological framework is based on the principles of L. S. Vygotsky’s social constructivist didactics, A. N. Leontiev’s activity approach, J. Dewey’s concept of «service-learning», P. G. Shchedrovitsky’s principles of digital pedagogy. The model’s key innovation is the deep integration of content components (social project design using real-world cases), organizational components (blended format synthesis: 50 % face-to-face labs, 30 % online modules, 20 % field immersion workshops, based on V. V. Rubtsov’s method), and technological components (digital tools). The applied pedagogical technologies are described in detail: gamification of the motivational system (progressive levels, badges, internal currency) based on K. Kapp’s theory; digital assessment tools (blockchain portfolios, AI analytics of Big Data for adaptive learning, engagement heat maps); interactive didactic materials (hypertextual resources with infographics); lesson organization methodology (contextual learning, environment inversion); multi-level assessment system (entry testing, 360° assessment, SPI Index (Social Activity Involvement Index), portfolio). Results from the «pilot» implementation have confirmed a 65 % increase in student engagement and a 35 % reduction in project preparation time. The conclusion highlights the effectiveness of the integrative model, which reconstructs teaching methodology through synthesizing pedagogical approaches and digital technologies, transforming the teacher’s role into a tutor-facilitator, and creating a digital footprint of competencies. Future prospects involve glocalization of the model through integration with international platforms.