The modern challenges precipitated by societal digitalisation, integration processes and demographic transformations necessitate a fundamental reconsideration of educational strategies. Critical thinking, empathy, creativity and complex problem-solving abilities have emerged as pivotal competencies determining individuals' successful adaptation to dynamic socio-economic environments. Consequently, the education system is undergoing significant transformations, shifting towards personalised, technology-enhanced learning approaches tailored to the needs of 'Generation Z'. This article substantiates the imperative for implementing innovative pedagogical methodologies, including the flipped classroom model, blended learning and gamification, which have demonstrated efficacy in enhancing student motivation and academic performance. Particular emphasis is placed on augmented reality (AR) as a tool for visualising complex abstract concepts and developing cognitive skills. The study highlights how combining immersive technologies with collaborative learning approaches fosters critical thinking, problem-oriented approaches and leadership qualities among learners. The analysis incorporates data from international research (including Brookings Institution findings) that corroborates the growing demand for communicative, creative and analytical competencies in professional spheres. The paper examines prevalent issues of declining academic motivation and superficial knowledge acquisition associated with traditional didactic methods. Using forensic science education as a case study, the research demonstrates AR and gamification's potential in overcoming cognitive barriers. The authors establish the necessity for pedagogical design transformation through the integration of digital technologies, interactive formats and inclusive learning environments. The study underscores that sustainable development of modern education requires a harmonious synthesis of innovative methodologies and technological solutions aimed at equipping learners with essential competencies for self-development and adaptation in an era of global transformation.
digital pedagogy, augmented reality, gamification, critical thinking, personalized learning
1. UNESCO. 2017. Education for Sustainable Development Goals: learning objectives. URL: https://unesdoc.unesco.org/ark:/48223/pf0000247444. ISBN 978-92-3-100209-0.
2. Kapitzke, C. (2006). Internet chatrooms: E-space for youth of the risk society. In Hin, L. T. W. & R. Subramaniam (Eds.), Handbook of Research on Literacy in Technology at the K-12 Level pp. 158-175. London: Idea Group Reference.
3. Gerasimov G. I. Obrazovatel'nyy landshaft poznavatel'no-razvivayuschey paradigmy // Social'no-gumanitarnye znaniya. 2014. №12. S. 161–167.
4. Lukinskiy, I. S. Cifrovaya transformaciya v rossiyskom obrazovanii: ocenka effektivnosti i kachestva avtomatizirovannyh kompleksov obrazovatel'nogo processa / I. S. Lukinskiy, I. A. Gorsheneva // Nauka i obrazovanie kak osnova razvitiya Rossii. Kadry dlya innovacionnoy ekonomiki : Sbornik statey po itogam Shestogo Professorskogo foruma 14–16 noyabrya 2023 g. Tom 1, Moskva, 14–16 noyabrya 2023 goda. – Moskva: Obscherossiyskaya obschestvennaya organizaciya «Rossiyskoe professorskoe sobranie», 2023. – S. 256–266.
5. Care E., Kim H., Vista A., Anderson K. (2018)Education system alignment for 21st century skills: Focuson assessment. 40 r. URL: https://eric.ed.gov/?id=ED592779
6. Care E., Kim H., Vista A., Anderson K. (2018) Education System Alignment for 21st century skills: Focus On Assessment. – Brookings institution. 10 r.
7. Pinskaya M. A., Mihaylova A. M., Rydze O. A., Denischeva L. O., Krasnyanskaya K. A., Avdeenko N. A. Navyki XXI veka: kak formirovat' i ocenivat' na uroke? // Obrazovatel'naya politika. 2019. №3 (79). S. 50–62.
8. Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5), pp. 1–10 https://doi.org/10.1016/j.heliyon.2022.e09541.
9. Krouska, A., Troussas, C., & Sgouropoulou, C. (2022). Mobile game-based learning as a solution in COVID19 era: Modeling the pedagogical affordance and student interactions. Education and Information Technologies, 27(1), pp. 229–241. https://doi.org/10.1007/s10639-021-10672-3.
10. Neswary, S. B. A., & Prahani, B. K. (2022). Profile of students’ physics critical thinking skills and application of problem based learning models assisted by digital books in physics learning in high school. Jurnal Penelitian Pendidikan IPA, 8(2), pp. 781–789. https://doi.org/10.29303/jppipa.v8i2.1444
11. Saphira, H. V., & Prahani, B. K. (2022). Profile of senior high school students’ critical thinking skills and the need of implementation pbl model assisted by augmented reality book. Jurnal Pendidikan Sains Indonesia, 10(3), pp. 579–591. https://doi.org/10.24815/jpsi.v10i3.25031.
