TRANSFORMATION OF AN ACADEMIC DISCIPLINE INTO A SPACE OF CONTINUOUS PEDAGOGICAL EXPERIMENT (ON THE EXAMPLE OF THE “BUSINESS ETIQUETTE” COURSE)
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Author(s): | Khanyukov D. A., |
| Number of journal: | 2(75) | Date: | June 2026 |
| Annotation: | The article addresses the pressing issue of modernizing higher education in the context of digitalization and the risks associated with the uncontrolled use of artificial intelligence. The aim of this research is to develop and theoretically substantiate a universal algorithm for transforming an academic discipline into a space for continuous pedagogical experiment. This algorithm is aimed not only at effectively developing students’ professional and civic competencies, but also at ensuring the teacher’s professional growth and creating built-in mechanisms of pedagogical control that minimize reliance on automated solutions. The article theoretically substantiates a concept whereby the educational process is restructured into a format of joint research between the teacher and students. The author uses the “Business Etiquette” course as an empirical platform for testing the proposed approach. Particular attention is given to developing methodologies that transform a traditional discipline into a ‘living laboratory”, where students become active subjects who design learning situations and reflexively analyze their own professional identity. The empirical material consists of the results of experimental work conducted at Far Eastern Federal University. A step-by-step transformation algorithm is presented, along with technologies for collaborative activity and mechanisms of pedagogical control. The conclusions demonstrate the high effectiveness of the approach, proving that such an organization of the educational process fosters the development of students’ critical thinking, creativity, and civic responsibility, while simultaneously enhancing the teacher’s professional status. Transitioning to an experimental approach fundamentally transforms the teacher’s role: they cease to be a mere transmitter of knowledge and become an architect and facilitator of the educational environment. This represents not just a change in methods, but a qualitative shift in professional position and functions: from lecturer to designer and scriptwriter; from bearer of truth to moderator and facilitator; from subject-matter expert to integrator. The article is addressed to educators and researchers interested in implementing active educational technologies and creating sustainable learning models for the 21st century. | ||
| Keywords: | continuous pedagogical experiment, transformation of an academic discipline, universal algorithm, professional growth of a teacher, pedagogical control, subject-subject interaction, artificial intelligence in education, civic identity, educational technologies, reflexive analysis, active learning methods, teacher-student synergy |
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| For citation: | Khanyukov D. A. Transformation of an academic discipline into a space of continuous pedagogical experiment (on the example of the “Business Etiquette” course). Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;2(75): 569—574. DOI: 10.25683/VOLBI.2026.75.1654. |
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