PEDAGOGICAL MODEL OF ACTIVATION OF COGNITIVE ACTIVITY OF FOREIGN STUDENTS IN A DIGITAL EDUCATIONAL ENVIRONMENT: METHODOLOGICAL AND METHODOLOGICAL ASPECTS

Abstract

In the article, the author examines the pressing issue of purposefully enhancing the cognitive activity of international students studying Russian in the context of the digital transformation of higher education. The author explores the contradiction between the potential of the digital environment for individualized learning and risks of developing a superficial perception of information due to insufficient methodological organization of the educational process. The objective of the study is to develop and theoretically substantiate a pedagogical model for enhancing cognitive activity based on the principles of systematicity, step-by-step instruction, and the integration of digital technologies. Scientific novelty lies in the synthesis of the principles of personal-activity, problem-based, and differentiated approaches within a unified system adapted to the specifics of teaching Russian as a foreign language in a digital environment. The theoretical significance of the study lies in clarifying the concept of “cognitive activity” as it applies to international students and substantiating the principles of designing the educational process in a digital environment. The practical value lies in the development of a three-tiered system for organizing learning tasks and specific methodological recommendations for its implementation. The study identifies criteria for selecting digital content, principles for structuring educational material, and the conditions for the effective application of the model developed by the author. It has been demonstrated that systematic use of the created model promotes increased intrinsic motivation, the development of independent learning, and the formation of a conscious attitude toward learning Russian as a means of intercultural communication.