Объединение формального и неформального обучения: развитие креативности и инновационных навыков студентов через совместное социальное обучение в распределенных образовательных средах

Введение. В условиях перехода к стратегии «Общество 5.0», предъявляющей повышенные требования к креативности, инновационному мышлению и способности к сотрудничеству, высшее образование сталкивается с необходимостью преодоления разрыва между традиционными форматами обучения и запросами современного рынка труда. Особенно остро эта проблема стоит в Индонезии, где существует значительное несоответствие между академической подготовкой выпускников и потребностями промышленности. Целью данного исследования является оценка эффективности распределенных образовательных сред, интегрирующих формальное и неформальное обучение на основе моделей совместного социального взаимодействия для развития креативности и инновационных навыков у студентов. Методология, методы и методики. В исследовании использован квазиэкспериментальный план с посттестовым контролем. В эксперименте участвовали 118 студентов, разделенных на экспериментальную и контрольную группы. Экспериментальная группа обучалась по структурированной пятифазной модели (вовлечение, исследование, трансформация, презентация, рефлексия), в то время как контрольная группа занималась по традиционной схеме электронного обучения. Для сбора данных применялись валидизированные анкеты; анализ данных проводился с помощью MANOVA. Результаты выявили статистически значимое превосходство экспериментальной группы по уровню развития целевых навыков. Научная новизна работы заключается в разработке целостной педагогической модели, интегрирующей социальное сотрудничество, принципы повсеместного обучения и конструктивистский подход для объединения формальных и неформальных образовательных контекстов. Практическая значимость. Предлагаемая модель представляет собой масштабируемое решение для повышения качества образовательных результатов в системе высшего образования. Она предлагает педагогам конкретный инструмент для развития ключевых компетенций XXI века и вносит вклад в теоретическое развитие педагогики цифровой эпохи.

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