edpolicyОбразовательная политикаEducational Policy2078-838X2949-0987Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации (РАНХиГС10.22394/2078-838X-2021-3-106-118edpolicy-264Research ArticleСтатьиDIGITAL COUNTRIES особенности цифровизации образования в России, Венгрии и ГерманииDigital countries: a comparative analysis of the features of digitalization of education in Russia, Hungary, and GermanyКоролеваДиана Олеговна

к. н. об образовании, PhD, заведующая Лабораторией инноваций в образовании НИУ ВШЭ

НауширвановТимур Олегович

стажер-исследователь Лаборатории инноваций в образовании НИУ ВШЭ

НИУ ВШЭRussian Federation20212207202603106118Copyright © Королева Д.О., Науширванов Т.О., 20262026Королева Д.О., Науширванов Т.О.Королева Д.О., Науширванов Т.О.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://edpolicy.ranepa.ru/jour/article/view/264

В статье сравниваются стратегии образовательной цифровизации и их роль в период перехода на дистанционное обучение в связи с пандемией COVID-19 в трех странах: России, Венгрии и Германии. По результатам проведенного анализа образовательных стратегий и публикацийв СМИ, а также интервью со страновыми экспертами удалось показать сходства и различия между подходами к образовательной цифровизации, выявить особенности перехода на дистанционное обучение в связи с пандемией, а также оценить будущий потенциал использования цифровых технологий в школах

The article compares educational digitalization strategies and theirrole during the transition to distance learning due to the COVID-19 pandemic in three countries: Russia, Hungary and Germany. Based on the results of the analysis of educational strategies and media publications, as well as interviews with country experts, it was possible to show the similarities and differences between approaches to educational digitalization, identify the features of the transition to distance learning in connection with the pandemic, and assess the future potential of using educational technologies in schools. 

Цифровизация в образованиицифровая трансформацияобразовательные технологииобразование и COVID-19сравнительный анализэкспертные интервьюкультурные особенности.digitalization in educationdigital transformationeducational technologieseducation and COVID-19comparative analysisexpert interviews.ReferencesКоролева, Д. О., Адамович, К. А., Хавенсон, Т. Е. (2020). Опыт российскихAnger, C., & Plünnecke, A. (2020). Schulische Bildung zu Zeiten der Corona-Krise.педагогов в проведении дистанционных занятий. Получено изPerspektiven der Wirtschaftspolitik, 21(4), 353–360. Retrieved from https://https://publications.hse.ru/mirror/pubs/share/direct/381713419.pdf.www.degruyter.com/document/doi/10.1515/pwp-2020-0055/html. (In German).Министерство просвещения РФ. (2020). Методические рекомендации.Beaunoyer, E., Dupéré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. 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The authors declare that there are no conflicts of interest present.