Teaching programming in Russian schools at the basic general education level: approaches and development directions

Problem statement. In the context of rapid digital technology development, programming education in schools serves not only as a means of developing basic digital literacy but also as a tool for fostering analytical thinking and problem-solving skills. However, existing approaches to teaching programming in primary schools have several limitations, including insufficient practical orientation, a lack of individualized learning, and low student engagement. The key challenge is to analyze current approaches and identify the most effective ones that meet the demands of the modern educational environment. Methodology. Analyzed regulatory documents (FGOS, POOP), compares basic and advanced levels of teaching programming and examines the primary approaches to teaching programming: traditional, activity-based, problem-based, and student-centered. Results. Each approach has both advantages and limitations. The traditional approach ensures systematic learning but reduces student motivation. The activity-based and problem-based approaches foster practical skills but require highly qualified teachers and additional resources. The student-centered approach increases engagement; however, its broad implementation in school curricula remains challenging. Conclusion. The optimal strategy involves integrating various approaches to form a hybrid model that combines the systematic nature of traditional education, the practical focus of the activity-based approach, and the adaptation to individual student needs. This approach enhances the effectiveness of programming education in response to modern technological challenges.