Two-circuit quality assessment system for theological education in a digital environment

Introduction. The relevance of this study arises from the need to reconcile the academic measurability of educational outcomes with the confessional authenticity, value-semantic orientation, and mentoring support that characterise theological education. Aim. The present research aims to provide a theoretical rationale for, and empirical validation of, a quality assessment model that integrates both ex-ternal and internal assessment frameworks. Methodology and research methods. The empirical component of the study was designed as a quasi-experiment with repeated measures, employing a pre-test/post-test design within a single sample. The empirical base comprised the theological education system in the Ural region, including the Ekaterinburg Theological Seminary, the Missionary Institute, and the Department of Theology at Ural State Mining University. The study involved 190 students enrolled in Theology programmes at both bachelor’s and master’s levels. The methodological framework encompassed analysis of scholarly literature, pedagogical design, modelling, pedagogical observation, questionnaire surveys, analysis of educational documentation, content analysis of students’ digital footprints, expert evalu-ation, and analysis of certification results. Results. It was established that implementing a two-circuit assessment system enhances the integrity and reproducibility of assessment procedures and increases the capacity to record confessional value-based and professionally significant training outcomes. The study revealed positive progress in the overall quality indicator of theological education. Scientific novelty. The theoretical significance of this study lies in advancing methodologies for quality assessment in professional education, specifically as applied to theological training. Practical significance. The practical significance resides in the potential application of the developed model within confessionally oriented higher education institutions.