Priority directions for the development of information projects by future teachers of Russia

Abstract

The article examines priority areas for the development of information projects created by future educators in Russia against the backdrop of the accelerated digital transformation of education and the gap between schools' technical provisioning and teachers' readiness to create original digital resources; the stated aim is to substantiate strategic vectors that synchronise students' thematic choices, competence-based preparation, and the institutional environment of universities; the empirical base includes content analysis of 75 educational programmes in field 44.03.05 across 25 pedagogical universities, a student survey ( n=650), expert evaluation of 150 projects by 30 specialists, and statistical processing (SPSS 26.0, Pearson correlation); the results show a predominance of narrowly subject-specific developments (48,91%) with limited representation of gamification (17,54%), inclusive education (9,87%), and especially projects in environmental education and sustainable development (6,22%), indicating the underutilised didactic potential of ICT for addressing socially significant tasks; a pronounced competence gap is identified: high self-assessments of basic digital skills (4,78; 4,51) coexist with low scores in pedagogical project design methodology (3,15), fundamentals of algorithmisation (2,24), UI/UX (1,98), data analytics (1,83), team-based work under Agile/Scrum (2,05), and legal foundations (2,41); barriers are ranked as deficits in technical skills (78,43%), methodological support (65,19%), and time (61,88%), a lack of original ideas (45,71%), and weak supervisory support (39,25%); a strong positive association is established between a university's project engagement index and project quality ( r=0.81; p 0.01), confirming the systemic nature of the problem; three priority directions are proposed: 1) a thematic turn towards interdisciplinary and socially oriented developments with emphasis on sustainable development and inclusion; 2) closing the competence gap through modules in visual programming, UI/UX, learning analytics, and agile methodologies; 3) institutional transformation of the university ecosystem (project offices, digital laboratories, interdisciplinary teams, renewed incentive structures), which ensures the scalability of solutions and improves the quality of future teachers' preparation.