Optimization of the educational process through the synthesis of digital technologies and classical pedagogical methods

the subject of the research is the synthesis of digital technologies and classical pedagogical methods in the context of optimization of the educational process in technical education. The aim of the work is the experimental substantiation of the effectiveness of the concept of a dynamic balance of digital and analog components of the educational environment to improve academic results and cognitive development of students. The research methodology is based on a formative pedagogical experiment lasting one academic year with the participation of 450 respondents from three technical universities of St. Petersburg. The methods of stratified selection, multi-level testing of academic achievements, psychodiagnostic testing of cognitive functions, questioning of participants in the educational process and statistical analysis using variance analysis, Student's t-test and correlation analysis were used. The results of the study demonstrate a statistically significant superiority of the hybrid learning model over traditional and exclusively digital approaches. The hybrid group showed an increase in academic results by eighteen percent, an improvement in spatial thinking by twenty-four percent and working memory by fifteen percent compared to the control group. The optimal ratio of digital and classical methods for technical disciplines was established in the proportion of 60:40. The scope of application of the results covers technical education systems, programs for advanced training of teaching staff and the development of hybrid educational platforms. Scientific novelty lies in the theoretical substantiation of the concept of a dynamic balance of educational components and the development of a taxonomy of digital-pedagogical competencies, including the ability to pedagogically design hybrid educational environments. The findings confirm that multimodal pedagogical design provides a synergistic effect of integrating various educational approaches, activates multiple channels of information perception and promotes personalization of learning through a combination of technological capabilities and pedagogical skills.

digital technologies, classical pedagogical methods, concept of dynamic balance, neurodidactic principles, multimodal pedagogical design, taxonomy of digital-pedagogical competencies, hybrid educational space, cognitive ergonomics, personalization of learning, digital didactic empathy