The concept of evidence-based pedagogy: Directions and stages of application with personalized support in the educational process
- DOI
- 10.5922/vestnikpsy-2026-2-8
- Pages
- 89-97
Abstract
In the context of the digitalization of education, the development and application of methodological approaches to assessing students’ academic achievements that can ensure their measurability, reproducibility, and validity becomes of particular importance. An analysis of contradictions in the interaction of the categorical pair “teacher — student” in conditions of stream-based instruction in higher education institutions is conducted. The components of the concept of evidence-based pedagogy in assessing the results of personalized support are examined: pedagogical, analytical, cognitive, and behavioral. The aim of the study is a comprehensive analysis of the tools and methods of evidence-based pedagogy with a substantiation of the concept of their application in the educational process. A framework of the concept of evidence-based pedagogy methods under conditions of digitalization and multi-stream instruction is developed. In conclusion, an analysis is provided of the results of applying the components of evidence-based pedagogy based on indicators from the digital educational environment, including activity index, statistics, and behavioral data. Prospects for further research are related to the use of personalized support in the educational process and the analysis of pedagogical effects resulting from the proposed components of the concept of evidence-based pedagogy.