RUDN Journal of Informatization in EducationRUDN Journal of Informatization in EducationВестник Российского университета дружбы народов. Серия: Информатизация образования2312-86312312-864XPeoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4615410.22363/2312-8631-2025-22-3-255-267QEMSMMTEACHING COMPUTER SCIENCEОБУЧЕНИЕ ИНФОРМАТИКЕResearch ArticleComparative analysis of international practices in teaching programming to schoolchildrenСравнительный анализ международных практик обучения программированию школьниковhttps://orcid.org/0000-0002-5375-096X7117-2458BosenkoTimur M.БосенкоТимур Муртазович

Associate Professor of the Department of IT, Management and Technology, Institute of Digital Education

доцент департамента информатики, управления и технологий, Институт цифрового образования

bosenkotm@mgpu.ruhttps://orcid.org/0000-0002-1413-200X7107-7576SadykovaAlbina R.СадыковаАльбина Рифовна

Professor of the Department of Informatics, Management and Technology, Institute of Digital Education

профессор департамента информатики, управления и технологий, Институт цифрового образования

sadykovaar@mgpu.ruhttps://orcid.org/0000-0002-1388-42698484-7769LevchenkoIrina V.ЛевченкоИрина Витальевна

Doctor of Pedagogical Sciences, Professor of the Department of Theory and Methods of Teaching Mathematics and Informatics, Institute of Mathematics and Informatics

доктор педагогических наук, профессор кафедры теории и методики обучения математике и информатике, Институт математики и информатики

iv.levchenko@mpgu.suMoscow City UniversityМосковский городской педагогический университетMoscow Pedagogical State UniversityМосковский педагогический государственный университет25092025223VOL 22, NO3 (2025)ТОМ 22, №3 (2025)25526729092025Copyright ©; 2025, Bosenko T.M., Sadykova A.R., Levchenko I.V.Copyright ©; 2025, Босенко Т.М., Садыкова А.Р., Левченко И.В.2025Bosenko T.M., Sadykova A.R., Levchenko I.V.Босенко Т.М., Садыкова А.Р., Левченко И.В.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/informatization-education/article/view/46154

Problem statement. Presents a comparative analysis of international practices in teaching programming to schoolchildren in the context of technologization of modern society. The purpose of the study is to identify the most effective practices in teaching programming based on a comprehensive analysis of international experience to assess the feasibility of their implementation in the Russian school education system. The study showed the experience of nine countries (Great Britain, Germany, China, Singapore, USA, Finland, Estonia, South Korea, Japan), selected as representative representatives of various educational systems and leaders of digital transformations of education in their regions. Methodology. Based on a comprehensive analysis, three main models of teaching programming were identified and classified: integrated, specialized and hybrid. A comparative analysis of international practices allowed for a comparative study of educational systems in various countries. The statistical analysis of performance indicators was based on the processing of quantitative data on student performance and the results of international studies . Results. The results of the study made it possible to formulate a scientifically based assessment of the feasibility of introducing international practices into the educational system, taking into account the age characteristics of students. Conclusion. It has been established that the most successful international educational systems are characterized by a balanced development of infrastructural, methodological and personnel components.

Постановка проблемы. Представлен сравнительный анализ международных практик по обучению программированию школьников в условиях технологизации современного общества. Цель исследования - выявление наиболее эффективных практик обучения программированию на основе комплексного анализа международного опыта для оценки целесообразности их внедрения в систему российского образования школьников. Исследование охватывает опыт девяти стран (Великобритания, Германия, Китай, Сингапур, США, Финляндия, Эстония, Южная Корея, Япония), выбранных как репрезентативные представители различных образовательных систем и лидеры цифровой трансформации образования в своих регионах. Методология. На основе комплексного анализа выявлены и классифицированы три основные модели обучения программированию: интегрированная, специализированная и гибридная. Компаративный анализ международных практик позволил провести сравнительное изучение образовательных систем различных стран. Статистический анализ показателей эффективности основывался на обработке количественных данных об успеваемости учащихся по результатам международных исследований. Результаты. Позволили сформулировать научно обоснованную оценку целесообразности внедрения международных практик в образовательную систему с учетом возрастных особенностей учащихся. Заключение. Установлено, что наиболее успешные международные образовательные системы характеризуются сбалансированным развитием инфраструктурного, методологического и кадрового компонентов.

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