How to Get Schoolchildren Interested in Tech Professions: The Science to the Regions Project's Experience

Contents:

• "In technology classes, students are immediately treated like adults."
• "The idea is for students to understand why they need physics and mathematics."
• "I know of a case where a child didn't show any signs of being successful until 9th ​​grade, was getting Cs, but then became interested."
• "If there's a teacher shortage somewhere, we'll still support the application."

The head of the Center for Educational Innovations and Technologies at the Institute of Future Biophysics of MIPT is the organizer of the Science to the Regions project. This project aims to develop science education and popularize science in various regions of Russia. Its main goal is to draw attention to modern scientific achievements and create conditions for the active participation of young people in scientific research and educational initiatives. MIPT's Institute of Future Biophysics actively promotes the implementation of new educational technologies, which helps improve the quality of education and increase interest in science among students and schoolchildren.

The "Science in the Regions" program was launched in 2017 thanks to the initiative of the Phystech Schools Development Fund, Phystech-Union, the Moscow Institute of Physics and Technology (MIPT), and the P. L. Kapitsa Phystech Lyceum, with the support of the non-governmental development institute "Innopraktika." This initiative aims to popularize scientific knowledge and strengthen scientific potential in Russia's regions. The program promotes the development of educational projects and scientific research, and supports young talent in science and technology.

From 2017 to 2019, the project actively developed technology clubs in regional schools. Initially, teachers and high school students attended MIPT for in-person classes, and then spent a year completing a supplementary education program developed jointly with university experts. This approach not only deepened participants' knowledge but also facilitated the integration of modern technologies into the educational process. The development of such clubs has become an important step in the preparation of future specialists in science and technology.

Since 2020, the project has shifted its focus and began supporting the opening of classes in physics and mathematics, chemistry and biology, and mathematics and computer science in the regions. MIPT and Phystech Lyceum faculty actively assist teachers in developing curricula for these classes and also provide teaching materials. This collaboration contributes to improving the quality of education and deepening students' knowledge in scientific disciplines, which is important for the development of future STEM specialists.

In 2023, a new stage of the "Science in the Regions 3.0" project began. Specialists from the Moscow Institute of Physics and Technology continue to support schools in opening specialized classes. At the same time, the role of regional partners, including universities, enterprises, and research centers, has significantly increased. In 2024, the "Science to the Regions" project received approval from the Ministry of Science and Higher Education, and MIPT became the project operator. This step underscores the importance of cooperation between educational institutions and research organizations to improve the quality of education and implement modern scientific approaches in the regions.

In this interview, you will learn about:

• what the Phystech system is and how they are trying to transfer it to regular regional schools;
• what are the features of the technology classes opened by "Science in the Regions" and how schools get involved in this project;
• who is recruited for technology classes and what can be done to involve schoolchildren even earlier;
• how the project helps subject teachers.

"Schoolchildren in technology classes are immediately talked to like adults"

The "Science in the Regions" project is aimed at scaling up the Phystech system, which implies the implementation of its key elements in educational institutions in the regions. The main goal is to transfer successful practices and methods that promote the development of scientific thinking and technical creativity in schoolchildren. We strive to adapt MIPT's programs, teaching materials, and methodological recommendations to ensure high-quality education in schools. This includes the implementation of modern educational technologies, master classes and seminars, and support for student research projects and research.

The MIPT system can be viewed as a unique educational model created by Pyotr Leonidovich Kapitsa in 1946 when he founded the Moscow Institute of Physics and Technology (MIPT). This approach is based on several key principles aimed at developing highly qualified specialists in physics and technology. These principles include a deep integration of theoretical knowledge with practical skills, as well as an emphasis on scientific research and innovation. Thus, MIPT has become not only an educational institution but also a center of scientific creativity, fostering the development of scientific ideas and technologies.

Education at MIPT has clear practical significance. Its essence lies not in memorizing formulas or solving problems, but in the direct application of knowledge in practice. MIPT students complete internships and laboratory work at partner companies and research centers that serve as the department's base. This allows them to delve deeper into the relevant aspects of their professions. As a result, MIPT graduates often avoid the phrase "Forget everything you've been taught, we're going to retrain you now" in their first jobs. This approach develops highly qualified specialists prepared for the challenges of the modern labor market.

An important aspect of training is the emphasis on understanding the material rather than rote memorization. As Sergei Petrovich Kapitsa noted, "We must teach understanding, not knowledge." You can learn physics and mathematics to successfully pass the Unified State Exam, but without a deep understanding of the fundamentals, memorized facts are quickly forgotten. Achieving understanding requires personal interest and motivation; their absence can lead to difficulties in solving complex problems. That is why, during the admissions process at MIPT, interviews with additional questions are traditionally held, which help evaluate not only theoretical knowledge, but also the applicants' ability to comprehend the material being studied.

The purpose of the interview was to assess the candidate's qualifications, professional skills, and compliance with the job requirements. During the meeting, we sought to determine the candidate's suitability for the assigned tasks and their integration into the team. Understanding the candidate's motivation and career goals was also important, allowing us to determine how well their expectations align with the company's offerings.

When applying for a degree, a key factor is identifying the applicant's motivation and understanding of their interests and areas of development. It is important that the candidate understands their life priorities and has a clear understanding of the topics that interest them. During the course of their studies, students are faced with elective questions, the answers to which must demonstrate their personal scientific or practical interest. This allows us not only to assess their level of engagement but also to determine the student's readiness for in-depth study of the chosen field.

The third principle of the MIPT system emphasizes the importance of a student's personal motivation. Since its founding, Phystech has offered the opportunity to shape an educational trajectory that takes into account the individual priorities, goals, and interests of each student. This allows for the creation of a personalized route, including a selection of courses, additional consultations, and seminars, which facilitates deeper and more effective learning.

The system developed for universities is truly effective, but the question arises: to what extent are its principles applicable to school education? Vocational education and secondary education have significant differences, and it is important to consider these characteristics when adapting approaches. Transferring university methods to schools should be done with caution, taking into account the age and psychological characteristics of students, as well as the goals and objectives of the educational process in secondary schools.

Phystech has many years of experience working with gifted schoolchildren, as evidenced by the successful practice of the Correspondence Physics and Technology School (CPSTS), launched in 1966. Students from across the country could send their notebooks with completed assignments to the university for evaluation by teachers. This process required considerable effort, but with the development of digital technologies, it has become more efficient. Importantly, MIPT actively supports prospective students, providing them with the opportunity to develop their research interests. Many renowned scientists, including Nobel laureate Konstantin Novoselov, began their scientific careers through ZFTSh, which testifies to the high level of training and attention to talented young people.

Unlike universities, schools offer fewer practical classes, but the teaching principles remain similar. In technology classes, students begin to understand the material as if they were adults. They are given the opportunity to see real laboratories and production facilities. This is important for setting the right expectations and preventing disappointment associated with the differences between real work and abstract ideas about a future profession.

Interaction between regional universities and enterprises within the framework of the "Science to the Regions" project plays a key role. Higher education institutions are interested in their scientists and specialists becoming mentors for schoolchildren. The knowledge-intensive projects being implemented at universities under the Priority 2030 program and at Advanced Engineering Schools require high-quality fundamental training. It's important that first-year students arrive at universities with a solid knowledge base, as there's no time to retrain them.

The goals of the technology classes we help open in the regions are to train highly qualified specialists in technology and innovation. We strive to provide students with the practical skills necessary for successful careers in a rapidly changing world. Achievement of these goals is assessed through an analysis of student progress, their participation in competitions and projects, and through feedback from employers, who note the level of graduates' readiness for real-world challenges.

In the formal education system, a key aspect is the successful completion of midterm and final assessments in specialized subjects. This is necessary so that students choose these subjects as final exams and can complete final projects in high school that are directly related to technology. Thus, a focus on specialized disciplines and their successful mastery helps prepare students for future careers in technology.

According to statistics, approximately 80% of graduates of specialized classes created within the project continue their education at regional universities in technology-focused faculties. This high figure demonstrates the significant influence of specialized education on future career choices and the development of educational initiatives in technology.

Personal development and meta-subject outcomes play a key role in the educational process. We emphasize developing students' readiness for independent learning and critical thinking. It is important that students be able to effectively work with information and sources, as well as develop self-management skills. These aspects contribute not only to academic success, but also to preparation for life in modern society, where the ability to analyze and process information is becoming increasingly important.

In 2024, our online platform will introduce skills assessment tools for use by teachers. We aim to track changes in these indicators and analyze performance trends. This will improve the quality of education and tailor curricula to student needs.

Looking at the project's benefits from a less formal perspective, they can be seen in several ways for teachers, schools, and students. For teachers, the project can provide new teaching methods and approaches, helping to improve the quality of instruction and increase student engagement. Schools benefit from the integration of innovative technologies and resources that foster a more enriching learning environment. Students, in turn, are given the opportunity to develop their skills and knowledge in a more interactive and engaging way, fostering their personal and academic growth. Thus, the project brings significant benefits to all participants in the educational process, improving both the quality of education and motivation for learning.

The main effect is the creation of a community and ecosystem where participants can share experiences, discuss ideas, and launch joint projects, which contributes to the improvement of the quality of education. Participants gain the opportunity to gain deeper knowledge and shape their professional educational paths, clearly understanding their life goals.

A high-quality fundamental education provides confidence that will be useful in life. This education promotes resilience in a changing world.

Many strive for confidence in life, which allows them to adapt to change and create their own path. This ability to redesign a path depending on circumstances is based on a solid foundation of personal values ​​and goals. Confidence in oneself and one's abilities is the key to successfully implementing any plan.

"The idea is for students to understand why they need physics and mathematics."

The specialized technology classes we offer are specialized study groups focused on the in-depth study of technology and engineering. These classes are aimed at developing practical skills and theoretical knowledge in the field of modern technology, allowing students to prepare for future professional activities. The educational program includes courses in programming, robotics, 3D modeling, and other relevant areas. The main goal of these specialized classes is to create the conditions for developing the competencies necessary for a successful career in the technology field. We strive to provide students with the opportunity to participate in projects, competitions, and internships, which contribute to their professional growth and the development of an interest in science and technology. We adhere to the concept of specialized education, which operates in the basic and secondary general education systems. This concept identifies six areas, of which we focus on technology. This involves creating specialized classes with in-depth study of physics and mathematics, allowing students to acquire deeper knowledge and skills in these areas. Specialized education helps prepare students for future professional activities and develop the critical thinking necessary to solve complex problems. Specialized classes may have different names, such as engineering, technology, or Rosatom classes, but their essence remains the same. The formation of specialized classes in grades 10-11 is an important aspect, but we must not forget about grades 8-9. At this level, it is necessary to create a solid foundation so that students can successfully delve into physics and mathematics in high school. To this end, it is advisable to organize pre-profile classes in grades 8 and 9, which will help prepare students for complex disciplines in the future.

The pre-profile class model involves active collaboration with regional universities, businesses, research centers, and supplementary education organizations. The main goal is not only to provide in-depth study of physics and mathematics but also to create a systematic approach that will help students build an individual educational trajectory. This interaction promotes the development of skills necessary for successful professional work and ensures the integration of theoretical knowledge with practical experience.

It is important for students to understand the practical application of physics and mathematics in the engineering profession. This understanding contributes to the expansion of their educational horizons, going beyond the school curriculum. As a result, students begin to actively participate in elective courses, supplementary education programs, and thematic events, which helps them gain a deeper understanding of the subjects and prepare for their future careers. Combining theoretical knowledge with practical skills opens up new opportunities for professional growth and development.

The project organizers' role is to establish connections between partners in the region. They ensure effective interaction, coordinating the efforts of various participants and creating a platform for collaboration. This facilitates the exchange of experience, resources, and knowledge, which in turn leads to more successful project implementation and the achievement of shared goals.

Our organization plays an important organizational and methodological role in the field of career guidance. Together with regional universities, we conduct classes, webinars, and methodological training. Our events include master classes for teachers and managers involved in the project. We also develop methodological materials and tools that help effectively organize work in this area. In the spring of 2025, we plan to hold in-person intensive courses for teachers, which will deepen their knowledge and skills in career guidance.

For classroom work, we provide partners with a package of scenarios and materials aimed at organizing professional self-determination. Students receive workbooks—navigator diaries—to help them navigate the regional educational landscape. These materials foster self-determination skills and allow students to better understand the educational opportunities available to them. This section records important in-school events, excursions, professional tryouts, interactions with mentors, and project activities. Each student also has the opportunity to make suggestions: subscribe to popular science bloggers, find additional courses on educational platforms. This creates space for schoolchildren to actively participate in their educational process and expands their horizons.

Schoolboy Masters the skills of planning their educational and professional paths, which contributes to their development and a successful career in the future.

Schoolchildren are provided with a diary navigator and are given assistance and support in using it to increase motivation. This tool helps organize the learning process, set goals, and track achievements. It is important that students understand how to use the diary correctly to effectively plan their academic activities. Therefore, teachers and parents play a key role in the process of adapting students to this tool, which contributes to the improvement of their academic motivation and results.

Experienced teachers work in specialized classes, conducting class hours and extracurricular activities. Instead of teachers developing activities themselves, we provide ready-made scenarios and organize meetings with representatives of regional universities. In this system, teachers act as facilitators, helping students understand the educational diary, fill it out, and organize group activities. It is important that students are divided into groups based on their interests, which promotes more effective interaction and in-depth study of subjects.

To open a specialized class in a school, several organizational steps must be taken. First, it is important to analyze the needs of students and their parents to determine what type of class will be in demand. Next, a group of interested parents and teachers should be assembled to discuss the idea and its implementation.

It is necessary to develop a course program that will meet modern requirements and the interests of students. It is also worth considering the training of teachers who will teach in this class. It is recommended to organize meetings with experts in the relevant field for advice and recommendations.

Furthermore, it is important to engage with local educational authorities to obtain the necessary approval and funding. During the project implementation, it is worth actively informing the community about the benefits of the new class, which will help attract more interested students and their parents.

By following these steps, the school, teacher, or proactive parents will be able to successfully open a specialized class that will meet the requirements of modern education and the interests of students.

We accept applications from all interested schools that can justify their motivation for participation in our project. The application process requires a description of financial capabilities, personnel potential, and experience in partnership cooperation. However, a key element is the motivation letter. Regardless of any shortcomings, if the motivation is presented convincingly, the school has the opportunity to become part of the project.

Regardless of whether the selected school already has a technology-focused class at the time of application, we are ready to assist with this process. We provide a full package of standard regulations, as well as teaching materials, including ready-made programs for elective courses and additional education, as well as the development of the classes themselves. Our support is aimed at simplifying the integration of a technology-focused approach into the educational process and ensuring high-quality education.

Currently, several specialized classes exist under the supervision of the "Sciences in the Regions" program, which are aimed at developing scientific and educational initiatives in the regions. These classes were created with the aim of popularizing science and increasing student interest in scientific activities, as well as supporting talented students. The program is actively expanding the network of such classes, which contributes to the improvement of the educational environment and the development of scientific potential in the regions.

Since the project's launch in 2017, more than 500 specialized classes have been opened in 58 regions of Russia. More than 17,000 children have participated in this initiative, and 155 principals and 700 teachers have completed online training. 500 teachers also completed in-person intensive training. The updated version of the project, supported by the Ministry of Education and Science, involves 11 regions, 13 regional universities, 157 schools, and more than 2,000 students. The project continues to develop, providing children with a high-quality education and opportunities for further growth.

These are primarily schools from large cities, but there are also educational institutions in rural areas among them.

In most regions of Russia, rural schools are small, which complicates the opening of specialized classes. The number of students in a parallel class often does not allow for a choice between universal and specialized education. However, there is an alternative—multidisciplinary education—that combines various academic fields and provides students with the opportunity to acquire a broader range of knowledge and skills. This solution promotes the development of the educational environment in rural schools and helps adapt the learning process to student needs.

For the next launch of the competition, we are developing methodological recommendations for this format. We need to identify interested students in several schools who want to study in a technology-related field. By joining forces, these schools will be able to organize a network program, implemented primarily remotely. While this is not an ideal approach, we believe that rural students should not be limited in receiving an in-depth, specialized education.

Regional universities have mixed reactions to our project. Some express concerns that MIPT could attract talented applicants from their regions to Moscow, which would negatively impact their enrollment and competitiveness. However, it is important to note that our goal is not competition, but rather the creation of new opportunities for students and the development of the educational environment in the country. We strive to collaborate with regional universities to jointly improve the quality of education and support young professionals locally. We thus see potential for a mutually beneficial partnership that will foster the development of all participants in the educational process.

We consistently position the Moscow Institute of Physics and Technology (MIPT) as a key intermediary in this project. Higher education institutions view MIPT as a reliable partner that takes on important tasks. We help talented applicants understand the opportunities offered by regional universities and learn about the professional prospects available specifically in their region. This collaboration promotes the development of education and helps students choose the most appropriate paths to realize their potential.

MIPT boasts a high passing score, making a mass exodus of applicants unlikely. The project helps improve Unified State Exam (USE) scores in specialized subjects, but the number of students capable of scoring 300 points remains limited. This indicates that the quality of admission is primarily improving at regional universities.

"I know of a case where a child didn't show any signs of being successful until 9th ​​grade, getting Cs, but then became interested."

Students in technology classes may face certain requirements when participating in Olympiads and competitions. Often, such events require specific knowledge and skills in technology, mathematics, and the natural sciences. Students are required to demonstrate not only theoretical knowledge but also practical skills, such as working with modern equipment and software. It's also important to consider that participation in such competitions may require the preparation of projects or prototypes, which will require students to be well-organized and teamwork-focused. Educational institutions may also establish additional criteria, such as academic performance or participation in additional educational programs, emphasizing the importance of a holistic approach to student preparation.

Although the project's goal was not formally defined, it has an important impact. As children gain confidence in their subject matter, they develop a desire to explore the world around them. They realize that individual achievements may be necessary to enter university. As a result, all regions participating in the project have seen an increase in the number of students participating in Olympiads, competitions, project festivals, and hackathons. This demonstrates that the initiative not only enhances educational motivation but also helps develop the skills necessary for future academic and professional careers.

When entering a specialized class, students must demonstrate certain achievements. This may include high grades in subjects related to the chosen profile, participation in competitions, olympiads, or other events related to the subject matter. Motivation and a desire to study the subject in depth are also important. Thus, achievements confirm the student's seriousness of intent and their readiness for the academic challenges of a specialized class.

Recruitment to specialized classes can be carried out in various ways, but we do not have strict requirements regarding winning olympiads for admission. The main condition is that the recruitment process corresponds to the students' wishes. A specialized education offers choice, and it is impossible to force all children to study in-depth, for example, mathematics. As a rule, those students who enroll in specialized classes, either themselves or their parents, understand the importance and meaning of such education, enroll in specialized classes.

The project is aimed at students in specialized classes who show an interest in mathematics and physics. Therefore, it may not fully meet the needs of those who have already encountered difficulties in these subjects. This highlights the need for additional support for students who struggle with mathematical concepts. It is important to develop programs that target these students to ensure they successfully overcome obstacles in learning mathematics and physics. Situations vary widely. Analyzing the diagnostic results conducted on the "Science to the Regions" platform, one can see that the knowledge levels of students at the start of the project vary significantly. Even within the same class, differences are observed, for example, in a new student who has just transferred and is lagging behind their peers. This can be corrected, but the key factor is intrinsic motivation to overcome one's deficiencies. Without such motivation, and without a recognition of the value of learning, students will resist the learning process. Intrinsic motivation can significantly influence a child's development, even if they do not initially demonstrate exceptional abilities. For example, a child interested in a particular topic can independently deepen their knowledge by studying additional materials and completing projects. This could be history, science, or art. Hobbies not only enhance their knowledge but also develop critical thinking and creative skills.

Another example is when a child begins playing sports or music on their own. Gradually, they master new techniques, improve their skills, and achieve significant results. In this case, intrinsic motivation becomes a driving force that helps overcome difficulties and strive for self-improvement.

Thus, intrinsic incentives play a key role in the educational process, promoting the development of independence and self-confidence. This is especially important for children who may not exhibit obvious abilities at the beginning of their education, but with the help of motivation achieve a high level of knowledge and skills.

Despite the lack of widespread statistics, there are local examples confirming the influence of popular science blogs on the educational achievements of schoolchildren. One such case concerns a student who, until ninth grade, showed no particular abilities and received average grades. However, having become interested in a certain technological field through popular science blogs, he began actively seeking opportunities to develop his skills. As a result, he enrolled in a specialized class, participated in additional educational programs, and won one of the tracks of the National Technology Olympiad (NTO). This allowed him to successfully enroll in an engineering program at a leading university. Thus, the influence of popular science content can significantly change the educational path of students, opening up new horizons and opportunities for self-realization.

Do you intend to work with younger students and return to the initial stages of engaging them in mathematics and physics? For example, you could consider implementing programs for grades 5–7 or even elementary school. Children's readiness to study these subjects in middle school largely depends on how they were taught in elementary school.

The Phystech Schools Development Fund is implementing the "Phystech XXI Classes" project, which includes instruction in mathematics and the fundamentals of engineering education. This is a supplementary education program focused on engaging students in the study of physics. Although it is premature to discuss career choices at this age, it is important to foster interest in science and technology, which can positively impact students' future choices.

During early adolescence, it's less about career guidance and more about creating space for opportunity and experimentation. We constantly emphasize the importance of in-depth learning. Even if a child hasn't yet decided on a future career, it's essential to prioritize high-quality mathematics instruction in elementary school. This knowledge will lay the foundation for successful technology acquisition in high school, should they develop an interest in technology-related specialties.

"If there's a teacher shortage somewhere, we'll still support such an application."

Interaction with teachers is key to the educational process. The current shortage of qualified specialists in subjects such as mathematics and physics is observed not only in the regions but also in large cities. This creates difficulties when opening specialized classes, as the lack of strong teachers makes their effectiveness questionable. To address this issue, it is necessary to develop strategies for attracting and retaining talented teachers, including professional development programs, incentive schemes, and collaboration with universities. Furthermore, it is important to create a comfortable working environment for teachers, which in turn will improve the quality of education and student interest in specialized subjects.

This project focuses on developing the school's human resources. Even in the event of a teacher shortage, we are ready to support such applications, as staff motivation is key. In the future, we intend to collaborate with the school's management team to determine how to provide assistance in this situation. We also facilitate the work of teachers by providing them with a ready-made package of standard regulations, educational programs, and lesson plans. In addition, we conduct methodological webinars, which contribute to teacher professional development and improve the educational process.

Many people are interested in how the project is organized. Is there a mandatory course that teachers must complete if a school decides to join our project? We offer comprehensive training that helps teachers master the necessary skills and methods. The course program includes theoretical and practical lessons, enabling teachers to effectively integrate the project into their curriculum. Thus, the school not only gains access to project resources but also receives support in training its staff.

Upon joining the project, we offer intensive training, including numerous webinars and workshops. After providing all necessary materials, we organize biweekly methodological webinars to discuss complex aspects of the project. Many teachers, before beginning work with a specialized class, had only basic experience teaching mathematics or physics, so in-depth study can be challenging. Furthermore, teachers require support in integrating topics into the curriculum and developing educational opportunities for students. Importantly, our project brings together schools from different regions, allowing educators to share proven methods and approaches.

Teachers value participation in the project because it provides them with the opportunity for professional growth and development. Financial incentives for teachers may take the form of additional payments, grants, or bonuses for active participation and achievements within the project. Participation in such initiatives also promotes professional development, which positively impacts a teacher's career and reputation. This not only improves the quality of instruction but also creates an environment for sharing experiences and implementing innovative teaching methods.

Teachers do not receive financial bonuses through the project, but they do have new opportunities to increase their income. There are charitable foundations and regional partners interested in supporting teachers. In addition, participation in the project allows teachers to improve their qualifications and begin conducting additional classes, which also contributes to an increase in their earnings.

Many schools have implemented a system of additional incentives that encourages the active participation of both students and teachers in various projects and competitions. When children participate in activities, it not only promotes their development but also allows teachers to receive bonuses for their efforts. Thus, such an incentive system creates motivation for all participants in the educational process, improving the quality of learning and engagement.

Online education during school age represents a significant opportunity to expand students' educational horizons, especially in conditions where rural schools experience a shortage of qualified teachers. The introduction of specialized hours of in-depth study through online lessons offered by strong schools or universities can significantly improve the quality of education. This approach will not only provide access to high-quality educational resources but also help children develop the skills necessary for successful academic performance and future professional development. It is important to consider that the integration of online lessons must be carefully considered and adapted to the needs and conditions of specific educational institutions to ensure maximum effectiveness and efficiency.

Online education has become an important tool for solving educational problems, especially in rural schools. Due to limited resources and geographical conditions, online programs are the only feasible option for multidisciplinary classes. Organizing in-person classes for children from several schools simultaneously is often impossible. Furthermore, additional online courses provide students with the opportunity to gain knowledge from professors at leading universities, opening new horizons for their learning. Thus, online education not only helps overcome physical barriers but also facilitates access to high-quality educational resources.

Physics is not only about imparting theoretical knowledge but also conducting experimental laboratory work. Organizing such experiments online presents a significant challenge. Even when using demonstrations, VR simulators, or specialized smartphone apps, the teacher cannot fully control the student's experiment. In this context, it is important for students to have a high level of self-organization and a clear understanding of the experimental algorithm. This will ensure more effective assimilation of the material and the development of practical skills in the study of physics. Education is not simply the transfer of knowledge, but an entire environment that promotes the development of analytical thinking. The educational process develops critical analysis skills, allowing students not only to assimilate information but also to apply it in real life. Thus, education becomes the foundation for developing the ability to solve complex problems and make informed decisions. It is a space in which ideas interact, promoting deep understanding and a creative approach to learning. Online education has its limitations and cannot completely replace traditional forms of learning. However, it can be viewed as a useful additional resource or a necessary tool in situations where other options are unavailable. The use of online resources in education allows for expanded access to information and a more diversified learning process, which is especially relevant in the face of modern challenges.

What other new features, besides the ability to launch online programs in multidisciplinary classrooms, are you planning to implement in the project?

We intend to more actively engage with parents by developing a series of classroom scenarios for educational institutions, including joint events with universities. The main goal is to ensure that parents are aware of personnel and educational priorities at both the national and regional levels. Many parents lack sufficient information and hold stereotypical beliefs, such as that a legal profession always guarantees a high income. We want to change this perception and provide up-to-date information on professions and employment prospects, encouraging more informed choices about their future specialty.

The labor market is constantly evolving, and new opportunities are emerging in every region. It is important that representatives of regional universities inform parents of prospective students about technological priorities and current projects during class hours. This will give parents a better understanding of what skills and knowledge will be in demand in the labor market and will help them make informed choices when choosing an educational institution for their children. Such meetings will facilitate deeper interaction between educational institutions and families, which, in turn, will positively impact the training of qualified specialists.

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