Theoretical and methodological approaches to the digitalization of physical education in Russia and China: the transformation of professional staff training

the article is devoted to a comparative analysis of theoretical and methodological approaches to the digitalization of physical education in Russia and China, focusing on the transformation of professional training. The study reveals general trends and national specifics of this process. The digitalization is based on system-activity, competence-based, and innovative approaches, which determine the integration of technologies (AI, VR/AR, Big Data) into educational practices. A comparative analysis has shown that in Russia, the main drivers are state platforms and universities, while the key challenges include uneven access to resources and staff shortages. In China, the process is characterized by interdepartmental cooperation between the state and businesses, with a focus on mass teacher training and the implementation of AI; however, the country faces problems of the digital divide between regions and restricted access to global platforms. As a result of this transformation, a new type of specialist is being formed in both countries, one who possesses digital competencies and is capable of working in a digital economy. It is concluded that, despite differences in methods and challenges, both Russia and China are moving towards creating a flexible and adaptive system of physical education, where technological innovations, the updating of methodologies, and a comprehensive personnel policy play a key role.

professional orientation, self-determination, student, method, model, success, activity