DOI: 
http://dx.doi.org/10.15293/1813-4718.2605.02
UDC: 
37.013.46
Selivanova Nataliya Leonidovna
Доктор педагогических наук, Full member of the Russian Academy of Education, Dr. Sci. (Pedag.), Prof., Chief Researcher at the Laboratory of Personal Development in the Educational System, Institute for Strategy of Education Development of the Russian Academy of Education, nselivanova2000@mail.ru, Moscow

The Educational Potential of Smart Education: New Opportunities and Pedagogical Limitations

Abstract: 
The relevance of the study is determined by the insufficient development of the educational and formative aspects of smart education, while research has predominantly focused on its didactic and technological characteristics. The aim of the article is to identify the educational and formative opportunities of smart education and determine the pedagogical limitations of their implementation in contemporary educational practice. The methodological framework of the study comprises humanistic, systemic, subject-oriented, axiological, and activity-based approaches. The study employs retrospective and comparative analysis of Russian and international academic publications, theoretical interpretation of the development of approaches to smart education, and the construction of a theoretical model for realizing its educational and formative potential. The study substantiates the author’s understanding of the educational and formative potential of smart education as a set of pedagogical opportunities provided by an intelligent educational environment, the realization of which is determined not by the use of digital technologies themselves, but by the nature of learners’ activities, pedagogical guidance, and reflection on the experience acquired by learners. The conclusion argues that the realization of the educational and formative potential of smart education cannot be regarded as a direct consequence of the introduction of digital technologies. The opportunities offered by smart education lie in expanding the space of learners’ social experience, creating conditions for more targeted pedagogical guidance, increasing the significance of situations involving choice, and intensifying latent educational influences of the educational environment. At the same time, the study identifies limitations to realizing the educational and formative potential of smart education arising from the impossibility of its automatic emergence within a digital educational environment and the need to create specific pedagogical conditions that ensure learners’ engagement in activity, interaction, and reflection. The study concludes that the educational and formative potential of smart education is realized not as a consequence of the digital transformation of education, but as a result of purposeful pedagogical activity.
Keywords: 
education and upbringing; opportunities; individualization; limitations; teacher; potential; situations of choice; smart education; social space; latent effects
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