2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2025-11-1-0-43693PEDAGOGICS<strong>A model for the implementation of STEM learning technology in the professional training of cadets of universities of the Federal Penitentiary Service of Russia</strong><strong>A model for the implementation of STEM learning technology in the professional training of cadets of universities of the Federal Penitentiary Service of Russia</strong>NikitinPеtr IgorevichNikitinPеtr Igorevichpit3113@mail.ruPerm Institute of the Federal Penitentiary Service of Russia202511100

Introduction. STEM education is based on processes based on the integration of fields of knowledge in science, technology, engineering and mathematics. The use of STEM education allows you to prepare specialists who are in demand in the laboгr market and have the skills of the 21st century. The purpose of the study is to develop and verify the effectiveness of a model for the implementation of STEM education in the professional training of cadets of universities of the Federal Penitentiary Service of Russia. Materials and methods. The following methods were used in the research: analysis of scientific and methodological literature, pedagogical experiment (ascertaining, forming and control stages), questionnaire, survey, method of mathematical processing of results (Pearson &#39;s criterion &ndash; &chi;2), modeling of the pedagogical process. The pedagogical experiment involved 3rd year cadets of the Perm Institute of the Federal Penitentiary Service of Russia (97 people) and the teaching staff (8 people). Results. On the basis of competence-based, transprofessional and synergetic approaches and principles of consistency, design, independence and interdisciplinarity, a model for the implementation of STEM education in the professional training of cadets of universities of the Federal Penitentiary Service of Russia was developed. The pedagogical conditions were personnel, organizational, logistical, motivational and evaluative conditions. The developed model consists of targeted, meaningful, procedural, technological and evaluation blocks. The level of competence formation (&chi;2 = 8.46; p=0.05) increased significantly after the formation experiment. Conclusion. In the course of the implementation of the STEM learning technology model, a certain structure of practical tasks was developed. By solving these tasks, the cadets get answers to questions that characterise the elements of STEM learning. The proposed model can serve as a basis for the development of programs not only for special, but also for other disciplines studied in departmental universities of the Federal Penitentiary Service of Russia. When implementing STEM learning technology, you can use different modifications of it: STEAM, STREAM. Art and reading are added to the existing elements.

Introduction. STEM education is based on processes based on the integration of fields of knowledge in science, technology, engineering and mathematics. The use of STEM education allows you to prepare specialists who are in demand in the laboгr market and have the skills of the 21st century. The purpose of the study is to develop and verify the effectiveness of a model for the implementation of STEM education in the professional training of cadets of universities of the Federal Penitentiary Service of Russia. Materials and methods. The following methods were used in the research: analysis of scientific and methodological literature, pedagogical experiment (ascertaining, forming and control stages), questionnaire, survey, method of mathematical processing of results (Pearson &#39;s criterion &ndash; &chi;2), modeling of the pedagogical process. The pedagogical experiment involved 3rd year cadets of the Perm Institute of the Federal Penitentiary Service of Russia (97 people) and the teaching staff (8 people). Results. On the basis of competence-based, transprofessional and synergetic approaches and principles of consistency, design, independence and interdisciplinarity, a model for the implementation of STEM education in the professional training of cadets of universities of the Federal Penitentiary Service of Russia was developed. The pedagogical conditions were personnel, organizational, logistical, motivational and evaluative conditions. The developed model consists of targeted, meaningful, procedural, technological and evaluation blocks. The level of competence formation (&chi;2 = 8.46; p=0.05) increased significantly after the formation experiment. Conclusion. In the course of the implementation of the STEM learning technology model, a certain structure of practical tasks was developed. By solving these tasks, the cadets get answers to questions that characterise the elements of STEM learning. The proposed model can serve as a basis for the development of programs not only for special, but also for other disciplines studied in departmental universities of the Federal Penitentiary Service of Russia. When implementing STEM learning technology, you can use different modifications of it: STEAM, STREAM. Art and reading are added to the existing elements.

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