Сравнительный анализ теорий цифровых компетенций в социогуманитарном образовании: российский и китайский контексты

Xiaoyu Hao

doi:10.25726/g6019-9441-2649-y

Authors

Xiaoyu Hao Saint Petersburg State University, 199034, Saint Petersburg, Universitetskaya Embankment, 7–9

DOI: 10.25726/g6019-9441-2649-y EDN: EXWNRC

How to cite

GOST Hao X. A comparative analysis of digital competency theories in social sciences and humanities education: Russian and Chinese contexts // Education Management Review. 2026. Vol. 16. No. 6. P. 281-291. DOI: 10.25726/g6019-9441-2649-y

APA Hao, X. (2026). A comparative analysis of digital competency theories in social sciences and humanities education: Russian and Chinese contexts. Education Management Review, 16(6), 281-291. https://doi.org/10.25726/g6019-9441-2649-y

Abstract

The aim of this study is to conduct a comparative analysis of theoretical approaches to digital competencies of students majoring in the social sciences and humanities in Russian and Chinese pedagogy. The methodology is based on a comparative analysis of key concepts, structural models, and the pedagogical roles of digital technologies in the two contexts. The results revealed a general trend toward integrating digital and professional competencies, but also significant differences. The Russian approach to digital transformation emphasizes critical thinking, digital culture, and the individualization of learning within professional contexts, while the Chinese approach focuses on innovative competencies and working with data as a driver of development. The scientific novelty lies in the systematic comparison of the two national schools, and the practical significance lies in the potential for mutual enrichment of educational policy and practice.

Keywords

digital competencies social sciences and humanities education comparative analysis educational theories Russian pedagogy Chinese pedagogy digital transformation

Funding

The authors did not declare any external funding for this research.

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A comparative analysis of digital competency theories in social sciences and humanities education: Russian and Chinese contexts

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