The work is devoted to the study of issues about the possibility, necessity and possible effect of moving away from traditional methods of teaching and upbringing in education to such innovative and other progressive methods, forms and methods of teaching. The purpose of the work is to analyze the methods of teaching and upbringing in the paradigm of the processes of globalization and digitalization of Russian society. The novelty lies in the assessment of the destructive influence exerted on the immature minds of students through the media, Internet resources, and mass media. As part of the study, the authors reflect that when approaching the issue of introducing technological innovations into the educational process, it is necessary to comprehensively take into account psychological, age, physiological, cognitive, social and communicative and other characteristics, as well as needs. It is also possible to note the absence of any need, and to some extent even harmfulness for the education system, of a departure from traditional approaches and switching exclusively to progressive and innovative teaching methods, including, among other things, an exclusively individualistic approach to students, education based on modern values in the paradigm of the existing reality, as well as the introduction of digital and information and communication technologies in the educational process. As a result of the study, it is concluded that this system requires a filigree balance of traditional approaches based on many years of proven experience, as well as the possibility of combining them with progressive teaching methods that complement the already strengthened and proven methods and techniques of education and training of children, adolescents and young people.
Orekhovskaya et al. (Wed,) studied this question.