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Scientific notes of P. F. Lesgaft University
Journals / Scientific notes of P. F. Lesgaft University / Issue 10, 2026 / Application of information educational technologies in organizing cadets' self-educational activities at a Ministry of Internal Affairs university
UDC 378.6

APPLICATION OF INFORMATION EDUCATIONAL TECHNOLOGIES IN ORGANIZING CADETS' SELF-EDUCATIONAL ACTIVITIES AT A MINISTRY OF INTERNAL AFFAIRS UNIVERSITY Application of information educational technologies in organizing cadets' self-educational activities at a Ministry of Internal Affairs university

Published in Scientific notes of P. F. Lesgaft University · Issue 10, 2026 · Pages 3–9 · Rubric: General pedagogy, history of pedagogy and education
DOI: https://doi.org/10.5930/1994-4683-2026-10-3-9
Received: 22.08.2026 Accepted: 15.09.2026 Published: 30.10.2026
Authors
AI
Aigul F. Kurbanova
ORCID SPIN
RO
Roman Nagovicyn
ORCID Scopus ResearcherID SPIN
ABSTRACT
The digital transformation of higher education actualizes the problem of organizing the self-educational activities of Ministry of Internal Affairs (MIA) cadets and the targeted use of information educational technologies in their professional training. The purpose of the study is to develop a model for the formation of self-education competencies of MIA cadets based on the application of information educational technologies and to experimentally prove its effectiveness. Research methods and organization. Theoretical analysis of scientific and methodological literature, pedagogical observation, questionnaires, testing, expert assessment, analysis of the results of independent activity, a pedagogical experiment, and methods of mathematical statistics were used. The study was conducted in 2024–2026 at the base of an educational organization of the system of the Ministry of Internal Affairs of Russia with the participation of 1st–2nd year cadets. Research results and conclusions. A model for the formation of self-education competencies was developed and tested, including target, content, methodological, technological, and resultative blocks. In the experimental group, the model was implemented through the electronic educational environment, digital educational platforms, electronic library systems, digital communication tools, and generative artificial intelligence with pedagogical support from the teacher. Positive dynamics of the motivational-value, cognitive, activity, and analytical-reflexive components of the self-education competency were established, which confirms the effectiveness of the developed model.
KEYWORDS
MIA cadets, self-educational activity, self-education competency, information educational technologies, digital educational environment, pedagogical model
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