The potential of educational practices of the Soviet period in the modern educational space of the Russian Federation

Abstract

The research is devoted to the analysis of the potential of educational practices of the Soviet period and the possibilities of their adaptation in the modern educational system of Russia. In the context of the transformation of value orientations and the search for effective parenting models, the need to rethink historical experience in the context of modern challenges is becoming urgent. The purpose of the research is to develop a scientifically based model for integrating productive elements of educational practices of the Soviet period into the modern educational space, taking into account the changed socio-cultural and technological conditions. The methodology includes a comprehensive historical and pedagogical analysis, a comparative study of educational systems, sociological surveys (n=1247) and a series of pedagogical experiments in 17 educational institutions of various regions of the Russian Federation. The empirical database covers 3 age cohorts of respondents and more than 200 pieces of archival and regulatory documents. The results of the study demonstrate the high adaptive potential of a number of educational practices of the Soviet period, in particular, collective creative activity (coefficient of applicability 0.78), the system of socially useful work (index of relevance 0.67) and institutions of student self-government (efficiency level 73.4%). A statistically significant correlation (r=0.82, p<0.01) was found between the integration of adapted elements of Soviet educational practices and an increase in indicators of social engagement and civic responsibility of students. The developed model of modernization of historical educational practices includes four components and provides for variable implementation scenarios depending on the type of educational organization. The study reveals the theoretical and practical significance of a balanced approach to the integration of historical pedagogical experience, free from ideological connotations, and defines the prospects for further research in the field of continuity of educational traditions.