Keyword: «classroom and extracurricular activities»

The relevance of the study is associated with revealing the potential of the literary autobiography of P. Sorokin as one of the greatest sociologists of the 20th century, which arouses methodological and philological interest in the personality embodied in an artistic image and who has gone through three ethnic identifications: Komi - Russian - American, and now – a man beyond the nations. The purpose of our article is to present methodological approaches to the analysis of the autobiographical work of P. Sorokin, to make a philological analysis of the text interpreting the autobiography of P. Sorokin on the basis of literary and linguistic methods of understanding the text, to show regional practices of studying the work in literature lessons and as a part of extracurricular activities. The article demonstrates the methodological potential of using philological analysis of text by a teacher to achieve better educational results for students associated with the practice of comprehensive analysis of a literary text in historical, cultural, and ethnic contexts. The subject of regional study of the work at school is the narrative diary of a thirty-five-year-old man, reflected in the first three parts of the autobiographical novel. They describe the reflection and reproduction of important personally significant events for the male identity of P. Sorokin as a representative of the Komi people. Socially significant stages of the author’s life are highlighted in the center of the plot of the autobiographical novel, revealing the self-identification of a man as the process of his sociological worldview formation, the life position of an altruist in the disharmonious outside world of the late 19th – early 20th centuries. An educational strategy for studying P. Sorokin's novel is outlined, at the center of which is life experience, constructed in an autobiographical work as a process of interaction between the hero and the outside world, including all social, cultural, ethnographic, economic, and political events. The article states the theoretical and practical significance of the regional practice of studying the work of P. Sorokin in lessons and as a part of extracurricular activities, and presents recommendations for the use of “village biography” as a life text that reveals behavioral stereotypes of masculinity among the Komi population of the second half of the 19th century. P. Sorokin’s autobiographical novel “A Long Journey” has regional potential for studying the work in literature classes and as a part of extracurricular activities, embodying the practice of creating an active cognitive environment for readers.

The digital transformation of the education system has led to the need for students to acquire 21st-century skills through innovative pedagogical approaches, among which STEM (Science, Technology, Engineering, and Mathematics) education occupies a special place. However, the comparative effectiveness of traditional and extracurricular STEM projects in developing key skills among schoolchildren is still not well justified. This study aims to investigate the effectiveness of these two approaches in fostering core competences among secondary school students. This article aims to compare the impact of regular and extra-curricular STEM project-based learning on the development of essential skills among eighth-grade students. The experiment was conducted on a group of 65 students, divided into three groups: two experimental groups and one control group. The first experimental group learned STEM technologies in regular geography lessons, while the second group participated in extracurricular design and research activities. The control group was taught using traditional methods. The competence development was assessed using the method worked out by A.V. Pashkevich and based on the classification of key competences proposed by A.V. Khutorskoy. Statistical data processing was done using the Mann-Whitney U-test with a significance level of p < 0.05. The results showed that the STEM approach was significantly better than traditional teaching methods. In the first experimental group, the integrated competence index increased from 0.42 to 0.51. In the second group, it went from 0.44 to 0.67. This indicates a transition to an advanced level. The control group showed the lowest results. In the extracurricular experimental group, innovative practice-oriented STEM projects were implemented («PharmaHops», «Radiance», a multimodal transport hub design, and others), several of which received recognition at regional and federal competitions. It has been shown that the extracurricular implementation of STEM projects leads to a more pronounced development of key skills compared to regular classes due to the greater freedom in selecting content and methods, as well as the absence of strict time limits and opportunities for interdisciplinary interaction. The theoretical importance of this study lies in the development of a competence-based approach and the clarification of scientific ideas regarding the effectiveness of different forms of STEM education. The practical significance of the study lies in the development of evidence-based recommendations for optimizing the educational process. These recommendations focus on the prioritization of extracurricular STEM activities, the establishment of a suitable material and technical framework, and the professional development of teachers in the field of interdisciplinary instruction.