Keyword: «проектная деятельность»

The article examines the problems faced by students and teachers in the process of implementing project activities in high school, as well as their solutions. The authors describe some options for students to complete individual research projects in the field of construction production.

The article explores the role of generative AI in teaching physics, analyzing its dual impact: opportunities (personalization, automation of calculations) and risks (illusion of understanding, loss of depth of knowledge). Special attention is paid to project activities, the transformation of the teacher's role and the need to develop students' critical thinking.

The relevance of the study is determined by the large-scale digital transformation of the Russian education system, reflected in the federal project "Digital Educational Environment" and the updated Federal State Educational Standards (FSES). These changes necessitate not only the technical re-equipment of schools but also fundamental pedagogical reassessment. The development of students' creative potential and creative thinking as key competences of the 21st century is of particular importance. A school student must be not only a consumer but also a creator of digital content. In this context, the integration of programming and visual arts seems to be an extremely promising field. The aim of the work is to identify, justify, and test the pedagogical conditions and methods of using the Scratch graphical programming language for the formation and development of the creative potential of school students in the context of the digital transformation of education. The key mechanism for achieving this goal is the integration of programming with the solution of creative tasks in the field of fine arts. The choice of Scratch is due to its visual block interface, accessibility, and clarity, which makes it an ideal environment for combining algorithm logic and artistic expression. The leading method was a pedagogical experiment, within which a set of complementary methods was used: project-based activities, expert evaluation of creative products according to the criteria of originality, expressiveness, and algorithm complexity, as well as statistical data processing. The assessment of the methodology showed a stable positive dynamic. A significant increase in the level of algorithmic thinking was noted: the average score in the experimental group was 8.4 against 6.1 in the control group. Students demonstrated the development of creativity, variability and non-standard approaches to visualization. A high level of motivation was recorded: 88% of students noted an increased interest in classes, linking it with the opportunity to see a spectacular result of their actions. The theoretical significance of the work lies in the systematization of approaches to the integration of programming and artistic creativity and in deepening the understanding of their relationship. The practical value consists in the development of educational tasks, project cases, and methodological recommendations for teachers. These developments can be implemented in classroom activities and the system of additional education, contributing to the development of a holistic worldview among schoolchildren, where technology serves as a tool for creativity and self-expression.