YURCHENKO M. PRACTICES OF DEVELOPING AND PARTICIPATORY EDUCATION (A CASE STUDY OF EVALUATING THE IMPLEMENTATION OF THE PROFESSIONAL DEVELOPMENT PROGRAM «DIDACTIC CONCEPT OF FORMATION OF NATIONAL IDENTITY AND CIVICS»). LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 2. DOI: 10.15393/j5.art.2026.12247


Vol. 14. No. 2.

Innovative approaches to lifelong learning
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PRACTICES OF DEVELOPING AND PARTICIPATORY EDUCATION (A CASE STUDY OF EVALUATING THE IMPLEMENTATION OF THE PROFESSIONAL DEVELOPMENT PROGRAM «DIDACTIC CONCEPT OF FORMATION OF NATIONAL IDENTITY AND CIVICS»)

YURCHENKO Margarita A.
PhD in Pedagogical Sciences, Associate Professor of the Department of Foreign Languages and Linguodidactics
Russian Presidential Academy of National Economy and Public Administration, Siberian Institute of Management
(Novosibirsk, Russian Federation)
yurchenko-maa@ranepa.ru
Keywords:
teacher professional development
developmental education
participatory design
didactic concept
program effectiveness evaluation
practice-oriented learning.		 Abstract: the article presents the results of evaluating the effectiveness of the additional professional development program for teachers «Didactic Concept of Formation of National Identity and Civics», implemented at the Presidential Academy (Siberian Institute of Management). The relevance of the study is determined by the crisis of traditional educational models and the need to move from the transmission of «profane knowledge» to creating environments for the development of students’ subjective and civic agency. The aim of the work is to assess to what extent the program ensures that participants acquire the professional competencies necessary for designing and implementing practices of developmental and participatory education (the technological component of the concept). The empirical basis is a randomized sample of 10 participants from three training cohorts (June, August, October 2025), representing 24 % of all completers (42 persons). Methods include statistical analysis of academic performance (LMS), content analysis of learning artifacts (final projects, case studies, presentations), and causal analysis of cohort dynamics. It was found that the program demonstrates a 100 % completion rate, a high level of mastery, positive dynamics in academic outcomes, and the ability to overcome identified deficits in participants’ digital competencies through prompt methodological adjustments. Qualitative analysis confirmed that graduates developed the ability to design educational solutions based on the principles of participation and development. The program proved effective in transforming the professional position of the teacher from a knowledge transmitter to a designer of developmental educational environments. The key success factors are the practice-oriented format and flexible methodological support adapted after each cohort. The findings are preliminary and require verification with larger samples.
Paper submitted on: 12/01/2025; Accepted on: 04/20/2026; Published online on: 06/26/2026.

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DOI: http://dx.doi.org/10.15393/j5.art.2026.12247