Research on the organization of the educational process in boarding schools of the Yamal-Nenets Autonomous Okrug in the context of the sociocultural characteristics of the Far North

The study is dedicated to the issue of accounting for the sociocultural characteristics of the Far North in the organization of the educational process in boarding schools for children from families leading a traditional lifestyle. The subject of the research is the organization of the educational process in boarding schools for children from families living a traditional lifestyle. The object of the research is the organization of the educational process in boarding schools for children from families leading a traditional lifestyle in the context of the sociocultural characteristics of the Far North, using the example of the Yamalo-Nenets Autonomous Okrug. The author examines the general features of educational development in the Far North, highlighting key issues that were addressed during different periods of the existence of boarding schools for nomads. Special attention is given to the modern organization of the educational process in the boarding schools of YNAO, identifying the strengths and weaknesses of the educational teams in terms of accounting for the ethnocultural characteristics of the indigenous small-numbered peoples of the North and the sociocultural peculiarities of the boarding schools. The work is based on a comprehensive study of the peculiarities of organizing the educational process in boarding schools for children from nomadic families in YNAO. Both quantitative methods (surveys of teachers, diagnosis of interpersonal relationships, diagnosis of the level of intercultural competence) and qualitative methods (observations in lessons, classes, events, interviews) were used in conducting the research. The analysis of the obtained results made it possible to identify the strengths and weaknesses of the organization of the educational process in the boarding schools of YNAO concerning the sociocultural characteristics of the Far North and showed that the majority of teachers (85%) recognize these sociocultural features. However, the intuitive identification of these features and the lack of training for teachers leads to the observed characteristics being categorized as negative factors that hinder achieving educational results as defined by the federal educational program. A special contribution of the author to the research topic is the use of field research methods, which significantly expanded the information obtained during online surveys and document analysis. The collected data justify the necessity of developing a model for organizing the educational process in boarding schools for children from families leading a traditional lifestyle, taking into account the sociocultural characteristics of the Far North. The research brings attention back to the issue of multicultural education in the year declared the Year of National Unity in the Russian Federation.