Vol. 52 No. 2 (2026), Articles
Pedagogical facilitation of team interaction among senior school students in extracurricular activities in the context of educational digitalization
Articles
Published
30.06.2026
Keywords
pedagogical facilitation
team interaction
senior school students
extracurricular activities
educational digitalization
team interaction
senior school students
extracurricular activities
educational digitalization
How to Cite
Darmodekhina, D. (2026). Pedagogical facilitation of team interaction among senior school students in extracurricular activities in the context of educational digitalization. "Actual Problems of the Present" International Scientific Journal, 52(2), 7–22. https://doi.org/10.64863/2312-4784/2026-2-52/7-22
Abstract
The article examines the issue of pedagogical facilitation of team interaction among senior school students in extracurricular activities in the context of educational digitalization. The relevance of the study is determined by the fact that the digital educational environment expands the possibilities of collaborative project work, but does not in itself ensure productive team interaction. The availability of digital tools, shared documents, messengers and online services may create only an external appearance of cooperation if students’ activity is not connected with a common goal, distribution of responsibility, coordination of actions and reflection on the result. The purpose of the article is to provide a theoretical justification of pedagogical facilitation as a mechanism for organizing team interaction among senior school students in extracurricular activities in the context of educational digitalization. The methodological basis of the study includes the principles of humanistic pedagogy, the ideas of subject-subject interaction, the theory of cooperative learning, and studies of teamwork, extracurricular project activity and the digital educational environment. The research methods include theoretical analysis, comparative analysis, generalization, systematization and interpretation of scientific sources. The study reveals the role of the teacher as a facilitator who ensures the transition from formal group work to productive team activity. Five interrelated functions of pedagogical facilitation are identified: value-oriented and goal-setting, organizational and role-based, communicative and regulatory, digital navigation, and reflective and evaluative. The article shows that pedagogical facilitation makes it possible to combine senior school students’ independence with necessary pedagogical support, while digital tools can be used not as a means of external control, but as a resource for coordination, contribution tracking and reflection on teamwork. The practical significance of the study is associated with the possibility of applying the identified functions in the design of extracurricular programs, school projects and digital support for team activity.
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