Developing the research potential of students in educational organizations: a differentiated approach

In modern professional education, one of the priority indicators of the quality of the educational process and the competencies acquired by students is the level of their readiness for scientific activity. The issue of finding ways to organize the educational process that ensures the development of students’ research potential at all stages of education is relevant. Special attention is paid to the preparation of postgraduate students and young researchers for research activities. The purpose of this research is to develop scientific and methodological foundations for a differentiated approach to enhancing students’ research and motivational resources, which has led to the scientific novelty of the presented material: the development of a framework model for pedagogical support of young researchers. The framework model is presented in the form of an algorithm, i.e., a specific sequence of stages that have the nature of qualitative iterative changes (in our case, the development of students’ research potential). As a result of the research, in addition to the framework model, a cognitive technology is presented as the basis for implementing the pedagogical idea of developing students’ research potential, based on a differentiated approach to organizing the learning process. In the context of the problem under consideration, the concept of “activity” is defined, and the possibility of applying general scientific principles of the systemic-synergetic approach to pedagogical issues is demonstrated. The article also describes the specific scientific principles (potential and actual, and the principle of scaffolding, evaluation regulation) for constructing a cognitive technology. The results obtained can be used as methodological foundations for organizing the educational process in preparing students, postgraduate students, and young researchers for research activities.