DOI: 
http://dx.doi.org/10.15293/1813-4718.2603.05
UDC: 
378+37.0
Mel’nikova Yuliya Anatol’evna
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof., Assoc. Prof., Department of Special Pedagogy and Psychology, Altai State Pedagogical University, jamelnikova@list.ru, Barnaul

Methodological Justification for Modeling Volunteer Activities in the Education System

Abstract: 
This article highlights the importance of defining a methodological approach when modeling volunteer activity in the education system. The purpose of this article is to analyze and substantiate the potential of methodological approaches for modeling volunteer activity in the education system. The research methodology and methods were selected based on the goals and objectives of the study. A content analysis of scientific publications and volunteer practices was used, along with a comparative analysis of the functions of the axiological, systemic, activity-based, system-activity-based, synergetic, institutional, cultural, project-based, and environmental methodological approaches. Research Results. A comparative analysis of the epistemological, prognostic, normative-praxeological, and heuristic functions revealed the specifics of applying a methodological approach to modeling volunteer activity in the education system. Conclusion. Defining a methodological approach to modeling pedagogical activity is crucial, as it will influence not only the structure of the model itself but also the effectiveness of the educational process it describes. Modeling volunteer activities organized within the education system is carried out with the goals set forth in state educational policy, as reflected in the Law on Education, Decrees of the President of the Russian Federation No. 309 and 809, and the goals and indicators of the national project “Youth and Children.” Priority methodological approaches for modeling volunteer activities within the education system will be those that most contribute to achieving these goals. Several approaches meet this criterion: axiological, system-activity, project-based, and environmental, as these approaches most fully realize and align the goals set in the aforementioned documents with the educational process’s objective of fostering the child’s psychological and pedagogical development.
Keywords: 
volunteer activities; modeling; functions of methodological approaches
References: 

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