omparative analysis of the goals of using information and communication technologies in teaching Chinese and Russian students

Abstract

This study is devoted to a comparative analysis of the goals of using information and communication technologies (ICT) in the educational process of Chinese and Russian students. The paper identifies similarities and differences in conceptual approaches to the integration of ICT in higher education in the two countries, taking into account national educational traditions, economic conditions and government policy. The methodological basis of the research was an integrated approach, including content analysis of regulatory documents, comparative analysis of educational programs, as well as empirical research using structured questionnaires and in-depth interviews. Statistical data processing was carried out using methods of multidimensional analysis and structural modeling. The sample consisted of 624 students and 158 teachers from 12 universities in China and Russia. The results of the study demonstrate significant differences in goal setting when using ICT: the Chinese educational system is dominated by a focus on developing digital literacy, increasing academic mobility and building competitiveness in the international educational space, while the Russian system focuses on intensifying the educational process, personalizing learning and developing critical thinking. Correlations between the state policy in the field of digitalization of education and the goals of using ICT at the institutional and individual levels have been identified. Promising areas of mutual integration of successful ICT practices in the educational systems of both countries are proposed.