Pedagogical strategies for the formation of motivation for learning among students of higher educational institutions

Abstract

The study is devoted to a comprehensive analysis of effective pedagogical strategies for the formation of sustainable motivation for learning among university students in the context of the transformation of the educational paradigm. The conceptual justification of the work is based on the integration of modern motivational theories and economic models of educational behavior. The empirical basis is based on the results of a longitudinal monitoring of the educational engagement of 1,287 students in various fields of study from 14 Russian universities conducted in 2020-2023. A set of complementary methods has been applied: structured questionnaires, in-depth interviews, expert assessments, predictive modeling, correlation and variance analysis. Statistically significant differences in the effectiveness of multi-level pedagogical strategies with a coefficient of determination R2 =0.78 have been established. A stable correlation was found between the systematic introduction of interactive educational technologies and the growth of students' internal motivation (r=0.73, p<0.001). The effectiveness of an economically sound model of an integrative educational environment based on the differentiation of stimulating mechanisms, taking into account the individual typological characteristics of students (an increase in motivational indicators by 31,4% at p<0.001), has been proved. Practical recommendations on the formation of adaptive motivation systems in educational institutions are formulated, taking into account the economic effectiveness of their implementation and delayed socio-economic effects. An integral model of forecasting motivational dynamics in the context of digital transformation of higher education is proposed.