Linguodidactic Potential of Instructional Content Modelling in the Preparation of Future Teachers of Russian Language and Literature

This conceptual and methodological study examines instructional content modelling as a means of connecting linguistic knowledge, literary interpretation and pedagogical decision-making in pre-service Russian language and literature teacher education. Rather than treating a model as a simplified diagram, the article conceptualises modelling as a cycle of selection, representation, transformation, classroom enactment and reflective validation. A structured integrative synthesis of foundational scholarship in educational modelling, pedagogical content knowledge, multimodal learning, genre pedagogy and disciplinary literacy informs a proposed design framework. Ten analytical matrices operationalise modelling decisions across linguistic levels, literary texts, assessment and inclusive classroom practice. Four visualisations present transparent conceptual relationships and illustrative design scenarios; they are not measurements of participants or intervention effects. The analysis suggests that modelling can make abstract language structures teachable, expose the interpretive choices embedded in literary analysis, and support prospective teachers in adapting explanations to learner needs. These claims remain theoretical and require empirical validation through classroom observations, rubric-based assessment and comparative designs. The article offers a practical design protocol for university methods courses and a research agenda for testing its effectiveness.