The subject of the research is the system of tools for state monitoring and control of the digital educational environment in general education organizations of the Russian Federation. The object of the study is state policy on the digitalization of general education as a management process implemented through a system of diverse tools during the implementation of the federal project "Digital Educational Environment" (2019–2024). Special attention is given to the typology of state monitoring tools – direct, indirect, and infrastructural – and their correlation with the mechanism of state influence according to the instrumental approach of P. Laskuma and P. Le Gale. The examination of these processes reveals that the effectiveness of monitoring the digital educational environment does not automatically increase with the expansion of infrastructure but is determined by a systematic balance of tools, legal certainty regarding the handling of educational data, and methodological adequacy of assessment procedures concerning digital educational outcomes. The methodological foundation consists of the instrumental approach to public policy analysis, institutional analysis of the regulatory legal framework, comparative method (Russia, Estonia, Finland, PRC), and content analysis of the program documents of the Ministry of Education and Rosobrnadzor. The scientific novelty of the study lies in the development of an author's three-tiered typology of tools for state monitoring of the digital educational environment and in the systematization of institutional contradictions of the established control system as structural defects in the management architecture, rather than random shortcomings of individual tools. The study shows that the current system of monitoring the digital educational environment leans towards the dominance of direct tools from the Soviet administrative legacy, with a pronounced deficit of indirect mechanisms and a lack of legal regulation of infrastructural tools that generate the most informative data about students' actual learning behavior. An analytical model for evaluating the sufficiency of monitoring tools based on the criteria of coverage, measurability, independence, and proportionality is proposed, the application of which identifies the most critical deficits according to the criteria of measurability and independence. The main conclusion of the study is that the effectiveness of state monitoring of the digital educational environment is determined not by the increase in infrastructural indicators but by the transition to a balanced architecture of tools, where indirect mechanisms stimulate professional responsibility among the participants of the system, and legal regulation of infrastructural tools ensures the independence of state control from corporate platforms.
Evgenii Andreevich Kovalenko (Sun,) studied this question.