Pedagogical concept for the development of a system of interactive simulation trainers for implementing supervisory and preventive activities in the field of fire safety
DOI:
https://doi.org/10.33408/2519-237X.2026.10-1.145Keywords:
contextual learning, problem based learning, cognitive load theories, andragogy, gamification, professional competencies, state fire supervision authorities, simulation trainers, information technologiesAbstract
Purpose. To substantiate and develop a pedagogical concept for creating a system of interactive simulation training simulators aimed at increasing the effectiveness of the formation of supervisory and legal competence among future specialists of the State Supervisory Authority.
Methods. The general methodology of the work involved the use of theoretical research methods (analysis and synthesis).
Findings. A review and analysis of scientific and literary sources has been conducted, considering the principles of contextual learning, problem-based learning, cognitive load theory, andragogy, and gamification, as the basis for the pedagogical concept of creating a system of interactive simulation training devices for carrying out supervisory and preventive activities in the field of fire safety. The key principles of the system concept are presented, and the main approaches to its implementation, including the architecture, are defined. The expected educational results of implementing the concept in the educational process are formulated.
Application field of research. The research results obtained can be applied in developing scientific and methodological support aimed at forming the supervisory and legal competence of specialists in state fire supervision authorities.
References
Verbitskiy A.A. Aktivnoe obuchenie v vysshey shkole: kontekstnyy podkhod [Active learning in higher education: a contextual approach]: methodological guide. Moscow: Vysshaya shkola, 1991. 207 p. (rus)
Vakhitova G.Kh. Kvaziprofessional'naya deyatel'nost' v podgotovke budushchikh spetsialistov predshkol'nogo obrazovaniya [Quasiprofessional activities in the training of future specialists of preschool education]. Tomsk State Pedagogical University Bulletin, 2016. No. 5 (170). Pp. 64–66. (rus). EDN: https://elibrary.ru/XVKNLL.
Kuzevanova E.V. Rol' kvaziprofessional'noy deyatel'nosti v aktualizatsii tvorcheskoy samorealizatsii baklavrov PedVUZa [The role of quasi-professional activity in actualizing the creative self-realization of teachers of pedagogical university]. Siberian Pedagogical Journal, 2013. No 6. Pp. 148-152. (rus). EDN: https://elibrary.ru/RPVMVD.
Palevoda I.I., Korotkevich S.G., Nekhan D.S., Kovtun V.A., Surikov A.V., Ryabtsev V.N. Metodologiya razrabotki obuchayushchego trenazhera dlya podgotovki spetsialistov organov gosudarstvennogo pozharnogo nadzora s primeneniem tekhnologii virtual'noy real'nosti [Methodology of development of a training simulator for preparing specialists of state fire supervision bodies with the use of virtual reality technology]. Journal of Civil Protection, 2025. Vol. 9, No. 2. Pp. 184–202. (rus). DOI: https://doi.org/10.33408/2519-237X.2025.9-2.184. EDN: https://elibrary.ru/FQKMYK.
Batyaeva Ye.Kh., Kim Т.V., Baryshnkkova I.А., Salkkhova Ye.Yu., Rogova N.R., Przhanova А.А., Nkkolaeva T.L. Problemno-orientirovannoe obuchenie: sushchnost', nedostatki, preimushchestva [Problem-based learning: essence, disadvantages, advantages]. Meditsina i ekologiya, 2016. No. 1. Pp. 115–119. (rus). URL: https://cyberleninka.ru/article/n/problemno-orientirovannoe-obuchenie-suschnost-nedostatki-preimuschestva (accessed: November 05, 2025).
Tambieva M.D., Bidzhiev Z.A.D., Gochiyaeva D.A.M. Problemno-orientirovannoe obuchenie inostrannomu yazyku [Problem oriented foreign language teaching]. Problemy sovremennogo pedagogicheskogo obrazovaniya, 2023. No 80-3. Pp. 265–267. (rus). EDN: https://elibrary.ru/IJMTLM.
Dushkin A.S., Zhuravleva T.L., Nimirovskaya YU.K. Realizatsiya problemno-orientirovannogo i proektno-orientirovannogo obucheniya v professional'noy perepodgotovke nachinayushchikh prepodavateley obrazovatel'nykh organizatsiy MVD Rossii [Implementation of problem-oriented and project-oriented training in the professional retraining of novice teachers of the educational organizations of the Ministry of Internal Affairs of Russia]. Bulletin of UFA Law Institute of MIA of Russia, 2022. No. 1 (95). Pp. 148–155. (rus). EDN: https://elibrary.ru/YINQDV.
Sweller J. Cognitive load theory, learning difficulty, and instructional design. Cognitive Science, 1988. Vol. 12, No 2. Pp. 257–285.
Sweller J., Ayres P., Kalyuga S. Cognitive load theory. New York: Springer, 2011. 291 p. (Series: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies (LSIS, vol. 1)). DOI: https://doi.org/10.1007/978-1-4419-8126-4.
Cowan N. The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 2001. Vol. 24, No. 1. Pp. 87–114. DOI: https://doi.org/10.1017/s0140525x01003922.
Kozlachkov V.I. Tipovaya i risk-orientirovannaya modeli nadzornoy deyatel'nosti v oblasti obespecheniya pozharnoy bezopasnosti. Sravnitel'nyy analiz [Standard and risk oriented models of supervisory activities in the field of fire safety. Comparative analysis]: monograph. Moscow: State Fire Academy of EMERCOM of Russia, 2016. 328 p. (rus). EDN: https://elibrary.ru/WAWXQB.
Surikov A.V., Zaynudinova N.V., Barysh S.A. Informatsionnaya kontseptual'naya model' professional'noy deyatel'nosti dolzhnostnykh lits organov gosudarstvennogo pozharnogo nadzora pri osushchestvlenii nadzorno-profilakticheskikh meropriyatiy (na primere organizatsii provedeniya monitoringa) [Information conceptual model of professional activity of officials of state fire supervision when implementing supervision and prevention measures (based on the example of organizing monitoring)]. Journal of Civil Protection, 2024. Vol. 8, No. 2. Pp. 233–245. (rus). DOI: https://doi.org/10.33408/2519-237X.2024.8-2.233. EDN: https://elibrary.ru/ZHXRWB.
Kukuev A.I. Andragogika v izlozhenii posledovateley Malkolma Sh. Noulza [Andragogy as presented by Malcolm S. Knowles' followers]. Psikhologiya i pedagogika: metodika i problemy prakticheskogo primeneniya, 2008. No. 4-1. Pp. 210–216. (rus). EDN: https://elibrary.ru/RUMLBN.
Shelemet'eva V.A. Printsipy andragogicheskogo podkhoda v razrabotke elektronnykh uchebnykh kursov [Principles andragogical approach in developing e-learning courses]. Problemy sovremennogo pedagogicheskogo obrazovaniya, 2019. No. 62-2. Pp. 248–250. (rus). EDN: https://elibrary.ru/YXUTMT.
Vyleshanina O.E., Bavtrusheva M.V. Sravnitel'nyy analiz pedagogicheskoy i andragogicheskoy modeley obucheniya [Comparative analysis of pedagogical and andragogical patterns of education]. Journal of the Grodno State Medical University, 2009. No. 1 (25). Pp. 141–144. (rus). EDN: https://elibrary.ru/QBFKJD.
Suykova O.A. Andragogicheskie printsipy v realizatsii nepreryvnogo obrazovaniya vzroslykh [Andragogical principles in the implementation of continuing adult education]. Scientific Support of a System of Advanced Training, 2018. No. 4 (37). Pp. 61–67. (rus). EDN: https://elibrary.ru/VTXRMK.
Zakalinskaya K.V., Surikov A.V., Zaynudinova N.V. Primenenie mobil'nykh tekhnologiy dlya formirovaniya kul'tury bezopasnosti zhiznedeyatel'nosti u detey mladshego shkol'nogo vozrasta: opyt razrabotki i otsenki [The use of mobile technologies to develop a culture of life safety in primary school children: experience of development and evaluation]. Journal of Civil Protection, 2025. Vol. 9, No. 3. Pp. 325–334. (rus). DOI: https://doi.org/10.33408/2519-237X.2025.9-3.325. EDN: https://elibrary.ru/OBLPGT.
Published
How to Cite
License
Copyright (c) 2026 Surikov A.V., Zaynudinova N.V., Dovnar T.A., Zholnerchik V.V.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
