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Mayakova E.V., Ivanova E.V. FESTIVAL AS A WAY OF ATTRACTING EDUCATIONAL ORGANIZATIONS TO THE PROBLEM OF EDUCATIONAL INFRASTRUCTURE. Pedagogical Review. 2021. Issue 6 (40). P. 246-255

Typical architecture and design of school spaces is often not related to its pedagogical concept and does not reflect the identity of the teaching staff and students. In this regard, there is a request to involve participants of educational relations in the design and development of an educational environment in which the capabilities of teachers and students would be most fully revealed. The relevance of the article lies in the emergence of new and various projects of redesign and renovation of the educational environment, expanding the understanding of the functional capabilities of the spaces of educational organizations, demonstrating the educational and social potential of new spaces of educational organizations. The article summarizes the experience of organizing and holding the City Festival of Infrastructure Solutions of the Moscow City University as one of the ways that can be used to attract teams of educational organizations to the topic of large-scale changes in educational infrastructure. On the Festival it were identified and presented the best practices of infrastructure solutions for the effective use of the space of educational organizations in the city of Moscow, implementing general educational programs of preschool education, primary general education, basic general education and secondary general education. Festival participants gained experience and inspiration in changing the school space, and learned about modern finishing materials and equipment for schools. The conclusions drawn by the authors have the practical importance and can be used to determine strategies for the development of school infrastructure.

Keywords: educational infrastructure, renovation of school space, competition, festival, infrastructure solutions, educational organization, best practices of infrastructure solutions

Mayakova E.V., Ter-Grigorian A.E., Blinova A.O. Social networks of youth communities: content features. Pedagogical Review. 2024. Issue 2 (54). P. 75-84

Social networks have become a part of our lives and young people are one of the most active groups on these platforms. The digital environment has significantly changed the format of communications, forming a different communicative culture. The authors of the article identified and studied the existing platforms for online communications: VKontakte, Odnoklassniki, Telegram, YouTube, made a list of formal youth communities, defined types, selection and their formation. Youth communities were identified based on expert interviews with the school directors’ assistants on educational work, educational advisers, curators of schools and colleges. They are the Russian Movement of Children and Youth, “The Movement of the First”, the Russian public organization Russian Youth Union, Russian children’s and youth military-patriotic public movement “Yunarmiya”, Russian competition “Big break”, the Russian public movement “Volunteers of Victory”, Mosvolonter, Young inspectors of Russia. This organizations interact with schools and colleges within educational work through the social networks. The authors analyzed the statistical pages of the youth communities in the social networks, in order to identify the features of the content and activities of communities; presented a comparative table of the characteristics of youth communities in the social network “VKontakte” according to the developed criteria. In conclusion, the authors found that “VKontakte” is the most popular social network among youth organizations; messenger «Telegram», basically, completely duplicates its content; the main content reflecting the activities of offline organizations includes news about competitions, promotions, events, posts that highlighting the activity of youth organizations; quizzes and votes have the greatest response from subscribers. The results allow to make conclusions about the possibilities of using social networks in building the educational work in educational organizations.

Keywords: social networks, educational work, youth communities, youth organizations, content

Mayakova E.V., Yangurazova A.O., Girina E.A. Museum spaces in schools: analysis and prospects. Pedagogical Review. 2026. Issue 4 (68). P. 27-38

This paper presents a study on the use of museum space in Moscow schools. The study relevance stems from the implementation of the "My School" program, which involves the school buildings renovation. As a result, exhibits and artifacts are being conserved, and the location of museum spaces within the updated infrastructure requires rethinking. The purpose of this study is to analyze the use of museum spaces in Moscow schools, identify areas of museum activity, their modalities, and identify development prospects. The theoretical basis of the study is formed by the principles of museum pedagogy, which help understand the potential of the analyzed spaces and exhibitions. The paper reveals the role of school museums as a significant element of the modern educational environment, integrated into the educational process and extracurricular activities. The primary focus is on the potential of "museum pedagogy", which combines museology, pedagogy, psychology, sociology, and cultural studies. The empirical base of the study included 19 educational organizations in Moscow, which include 53 museums. The study identified the following: museum types (military history, local history, ethnocultural, journalism, cosmonautics, school history, etc.); activity areas (guided tours, exhibitions, educational, research, etc.); and museum activities (tours, quests, exhibitions, class hours, master classes, competitions, memorial events, themed evenings, etc.) based on an analytical screening of the official educational institutions websites. The study concluded with the identification of key areas for the development of school museums as an educational environment component: museum digital transformation and collections digitization, expansion of the museums types and their activities, the formation of sustainable network communities of school museums, and the development of professional competencies of museum educators-curators and museum directors. The results may be useful for teachers, museum workers, and the administration of educational organizations in rethinking the museum space and its activities after reconstruction.

Keywords: museum space, school museum, museum pedagogy, modern educational environment, educational organizations in Moscow, museums types, work forms, "My School" program