Educational Innovations in Russian Schools: Barriers, Resources, Strategies
Abstract
The inequality of educational outcomes of students in schools located in different types of settlements indicates their different opportunities for the formation of skills and competencies related to the application of knowledge transmitted by the curriculum. The article analyzes the use of the opportunities of the external and internal environment by schools located in different types of settlements to optimize the educational process through innovation. Since grassroots innovations arise in response to the needs of the community and are associated with the use of local resources, we present a regional study aimed at analyzing the innovative dynamism of educational organizations located in different types of settlements. Based on data collected using qualitative and quantitative methods in 2022-24 in schools in the Perm Region, comparative assessments of the innovativeness of schools, barriers to the development of grassroots innovations, the availability and quality of resources necessary for the introduction of innovations and directions for building social partnerships by schools are presented. Based on the analysis, the specifics of the manifestation of intra-organizational, local and structural barriers, depending on the location of schools, are considered. The role of professional and local communities in improving the effectiveness of strategies used by different schools to cope with unfavorable socio-economic conditions and limited available infrastructure resources is argued.
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