DEVELOPMENT PATTERNS OF ADDITIONAL EDUCATION AS A FORM OF NON-FORMAL AND INFORMAL UPBRINGING OF SCHOOLCHILDREN IN THE CONTEXT OF GLOBALIZATION AND NATIONAL SPECIFICS
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Author(s): | Nikolaeva A. D., Stepanova L. V., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | This article explores children’s additional education as a dynamic socio-pedagogical phenomenon that sits at the intersection of globalization processes and national educational traditions. The relevance of the study is driven by a fundamental contradiction between the unification of educational practices, caused by globalization and digitalization, and the growing demand to preserve cultural identity, patriotic upbringing, and national continuity in Russia and China. As society moves toward a ‘lifelong learning’ paradigm, additional education is becoming a key institution for non-formal and informal upbringing, yet the theoretical understanding of its development patterns from a comparative perspective remains fragmented. The authors systematize the objective trends in the evolution of additional education as a form of non-formal and informal upbringing, taking into account global trends and national characteristics. The methodological framework includes a comparative-pedagogical analysis, a historical-logical approach, a systematic analysis of regulatory documents, and the generalization of empirical data from scientific sources. Based on the analysis conducted, six key patterns are identified: proactive adaptation to social changes, voluntary and pluralistic forms, integration of formal and non-formal components, regionalization and network organization, dependence on government policy and the socio-cultural environment, and the cyclical nature of innovation waves. In a comparative perspective, it is shown that global trends are interpreted differently in the Russian and Chinese contexts. In Russia, the model of state-public partnership dominates, with elements of the Soviet legacy and high regional autonomy, whereas in China, additional education is strictly centralized, ideologically defined, and regulated by the government through the “double reduction” policy. The conclusion is made that a balance is needed between global standards of quality and accessibility and the preservation of national-cultural identity in upbringing. The practical significance of the work lies in the possibility of using the identified patterns when designing regional systems of additional education, forecasting their development, and developing quality indicators for non-formal upbringing in BRICS countries. | ||
| Keywords: | additional education, non-formal upbringing, informal upbringing, globalization, national specifics, development patterns, regionalization, voluntariness, comparative analysis, Russia, China, lifelong learning, digitalization of education, patriotic education |
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| For citation: | Stepanova L. V., Nikolaeva A. D. Development patterns of additional education as a form of non-formal and informal upbringing of schoolchildren in the context of globalization and national specifics. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):283—288. DOI: 10.25683/VOLBI.2026.76.1697. |
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