Перспективные направления дидактических исследований в России

Abstract

The article presents the findings of the study undertaken as part of the project for the Russian Foundation for Basic Research — Promising Areas of Didactic Research in Russia. The authors discuss social and cultural issues in didactics, such as instability and non-standard living and professional conditions, the dynamism of the professional arena, unexpected intricacy of job responsibilities, and others. The study reveals how the research area has expanded beyond the discovery of common patterns in schooling and higher education to include preschool, postgraduate, corporate, domestic, and senior citizen education, as well as tutoring. It raises new didactic challenges related to the digital transformation of education and describes changes in the methodological regulation of didactic research using V.S. Styopin’s typology of scientific rationality, which encompasses classical, non-classical, and post-nonclassical kinds.
 The authors present a review of didactic research in higher education based on the integration of competency and value-semantic methods that focus on the search and application of perso­nal meanings in both education and subsequent activities. They also discuss the specific features of adult education practices as well as the challenges they pose to didactics, including changes in subjects of education, multi-agency in the educational process, multiple ‘integration points,’ ‘non-cognitive’ types of experience, a shift in the teacher’s position, and the coherence and complexity of didactic theory.