Authors
- Gureev Sergei M.
Annotation
The article examines the work with meta-subject results of mastering educational programs in the educational systems of countries that occupy high positions in the rankings based on the results of international comparative studies. The results of the study demonstrate that the successful integration of meta-subject results into the educational
process requires a combination of the regulatory framework, digital infrastructure and pedagogical practices aimed at developing 21st century skills.
How to link insert
Gureev, S. M. (2026). META-SUBJECT RESULTS AND INFORMATIZATION TOOLS FOR THEIR ACCOUNTING AND MONITORING: INTERNATIONAL EXPERIENCE Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 1 (75), 42. https://doi.org/10.24412/2072-9014-2026-175-42-51
References
1.
1. Galkute L. ESD curriculum for school development in Europe / L. Galkute, D. L. Bank, L. Scherak // Envigogika. 2023. No. 18 (1). https://doi.org/10.14712/18023061.666
2.
2. Don E. G. Formation of meta-subject competencies in biology lessons / E. G. Don // Russian language and culture abroad: best educational practices: collection of materials of the I International Scientific and Practical Conference. Omsk: Dostoevsky Omsk State University, 2021. P. 274–278.
3.
3. Burnard P. Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences / P. Burnard, L. Colucci-Gray, C. Cooke // Review of Research in Education. 2022. No. 46. P. 166–197.
4.
4. Chan See Mun Alison. Student Learning Space: The Integration of Curriculum and Technology in Singapore / Chan See Mun Alison, Umeda Kyoko, Nozaki Hironari // ICEMT 2019: Proceedings of the 2019 3rd International Conference on Education and Multimedia Technology. P. 37–40. https://doi.org/10.1145/3345120.3345192
5.
5. Tan J. P. L. Advancing 21st century competencies in Singapore / J. P. L. Tan [et al.] // Singapore: National Institute of Education, Nanyang Technological University, 2017. 32 p.
6.
6. Son J. S. A research for efficient use of statistics in national education information system / J. S. А. Son [et al.] // Proceedings of the Korean Society of Computer Information Conference. Korean Society of Computer Information, 2010. P. 439–442.
7.
7. Kim S. W. Developing students’ attitudes toward convergence and creative problem solving through multidisciplinary education in Korea / S. W. Kim, Yо. Lee // Sustainability. 2022. Vol. 14. No. 16. P. 1–19. https://doi.org/10.3390/su14169929
8.
8. Adriani S. D. Japan’s Giga School Program: Equips Students with Life Skills for Digital. Daengku / S. D. Adriani // Journal of Humanities and Social Sciences Innovation. 2025. No. 5 (2). P. 241–249. https://doi.org/10.35877/454RI.daengku3797
9.
9. Fukuyama M. Society 5.0: Aiming for a new human-centered society / M. Fukuyama [et al.] // Japan spotlight. 2018. Vol. 27. No. 5. P. 47–50.
10.
10. Gerasimova K. K. School education reform 2020 in Japan: main ideas and directions / K. K. Gerasimova // Bulletin of the Moscow International Academy. 2019. No. 2. P. 8–17.
11.
11. Gabriel F. Digital education strategies around the world: practices and policies / F. Gabriel [et al.] // Irish Educational Studies. 2022. Vol. 41. No. 1. P. 85–106.
https://doi.org/10.1080/03323315.2021.2022513
12.
12. Aru-Chabilan H. Tiger Leap for digital turn in the Estonian education / H. Aru-Chabilan // Educational media international. 2020. Vol. 57. No. 1. P. 61–72.
https://doi.org/10.1080/09523987.2020.1744858
13.
13. Schaffar B. Phenomenon-based learning in Finland: a critical overview of its historical and philosophical roots / B. Schaffar, L.-A. Wolff // Cogent Education. 2024. No. 11 (1). https://doi.org/10.1080/2331186X.2024.2309733