Intercultural features of the formation of students' value-meaning sphere by means of modern information technologies in the educational systems of China and Russia

Abstract

The intercultural features of the formation of students' value-meaning sphere by means of modern information technologies in the educational systems of China and Russia are revealed through a comparative analysis of two major national pedagogical traditions in the context of global digitalization. The value-semantic sphere of personality is considered as a multi-level education mediated by the cultural context, state policy, and technological environment, where information technologies act not only as a tool for knowledge transfer, but also as a space for the internalization of value orientations and life attitudes. The Chinese educational system, which is based on the Confucian heritage and the concept of «leadership and service», demonstrates a high degree of centralization and systematic integration of digital tools, as evidenced by the widespread use of specialized mobile apps for moral education, platforms with patriotic and cultural content, and artificial intelligence tools that provide structured and value-based online learning. The Russian tradition, while maintaining an emphasis on spiritual and moral development and personal autonomy, is characterized by greater variability and a focus on dialogical forms of interaction, including moderated discussions in the digital environment and project activities on digital platforms. A comparative analysis shows that the Russian system consistently outperforms the Chinese system in terms of the level of adoption of most types of information technologies, while maintaining similar indicators of the overall intensity of value saturation in digital resources. Qualitative differences in the structure of value priorities have been identified: Chinese materials are dominated by collectivism, respect for cultural heritage, and patriotism, while Russian resources place greater emphasis on personal self-realization, critical thinking, and environmental responsibility. The most effective models in both systems are those based on active creative activities by students, such as creating their own digital content and engaging in project work, which have been shown to significantly increase the development of value orientations. The dynamics of technology adoption over the period 2019-2024 reflect a significant increase in the coverage of educational institutions in both countries, accelerated by the pandemic, while there are still differences in the perception of digital tools among educational stakeholders: students have more positive attitudes compared to teachers and parents, and Chinese respondents are generally more optimistic about the educational potential of technology. These findings highlight the culturally specific nature of digitalization strategies in education and suggest opportunities for mutual enrichment of pedagogical practices in both countries through a synthesis of systemic, technological, and dialogical approaches.