Publication Details
Abstract
Objective: This study examines the theoretical foundations, methodological model, and experimental results of improving the teaching methodology of the “Mathematical Modeling” course in a digital learning environment. Its objective is to substantiate a digital methodological system that moves students from reproductive activity based on applying ready-made formulas to independent activity involving the analysis of real processes, construction of mathematical models, interpretation of computational results, and verification of their reliability. Method: The study used analysis of scientific and pedagogical literature, pedagogical observation, diagnostic testing, practical assignments, digital learning analytics, comparative analysis, and experimental methods. The experiment was conducted from 2022 to 2025 at three higher education institutions and involved 480 students. It employed 15 learning management system-based modules, interactive computational tools, entry and exit diagnostics, independent learning blocks, and criterion-referenced assessment. Results: The findings showed an average 10.7% increase in learning achievement in the experimental groups. Students also became more active in explaining the assumptions, limitations, and practical meaning of a model. Novelty: The scientific novelty of the study lies in integrating digital tools, the modeling cycle, feedback, and assessment into a unified didactic system that supports independent learning, professional thinking, and evidence-based decision-making.