The Federal State Educational Standard for Basic General Education and the Federal Work Program for Basic General Education define many aspects of the "Algorithms and programming" section in secondary school. The goals of the standard are to ensure students master algorithmic thinking and its language and gain experience implementing algorithms in software. An approach to learning basic algorithmic constructs is defined by developing algorithms for controlling executors — moving objects visually represented on a computer screen. A list of approximately 20 non-numeric and numerical algorithms is defined, which students must be able to implement in one of six programming languages, also explicitly listed. The number of class hours allocated to mastering the "Algorithms and programming" section in grades 8 and 9 is specified. Despite all the efforts of the regulator to detail the content and methodology of studying the "Algorithms and programming" section and to increase the proportion of problems devoted to this section in the State Final Examination for grade 9, algorithms and programming are currently not mastered sufficiently thoroughly and deeply by secondary school graduates. The article proposes an approach to improving the situation through the systematic use of domestic scientific, methodological and technological developments — the Algorithmic language and programming environment "KuMir".

Over the 40 years of the profession's existence, the requirements for the professional training of informatics teachers have changed significantly, particularly in terms of mastery of subject content and modern information and pedagogical technologies. These requirements are reflected in a number of domestic and international publications, regulatory documents (standards), and advisory frameworks, which are discussed in this article. The general conclusion is that all modern concepts of ICT competence (digital competencies) for informatics teachers assume that they must not only possess in-depth knowledge of the subject area but also possess flexibility, a willingness to continuously learn, the ability to adapt to the changing digital world, and the ability to facilitate this for their students. An example of a substantive description of one of the professional competencies of a future teacher, decomposed into knowledge-skills-dispositions, is provided.

Generative artificial intelligence (GenAI) is fundamentally changing the job market and the skills required for AI-era citizens. teachers face an increasing challenge in how to teach, and how to assess educational outcomes, when students can access knowledge easily online and intelligent tools can instantly solve school tests. Educational programs still focus on knowledge impartment, but intelligent tools developed by AI-experts are outperforming students. new standards and programs have been developed, and innovative educators are adjusting their learning goals towards developing skills that AI cannot automate (critical thinking, creativity, empathy, ethics, and the ability to use AI to solve problems fully). this article addresses this issue, providing a procedure to help teachers modernise their learning goals and assessments to prepare students for the world of intelligent tools.

The article defines the requirements for a modern informatics textbook in the context of the rapid development of information technologies and changing educational standards, and substantiates possible concepts for developing such a textbook.

A focused analysis of the development of the informatics course, existing textbooks (by L. L. Bosova and A. Yu. Bosova, K. Yu. Polyakov and E. A. Eremin, N. V. Matveeva, T. A. Rudchenko and A. L. Semenov, et al.), the requirements of the Federal State Educational Standards, and expert opinions allowed us to formulate the key requirements for a modern textbook and identify areas for its development, the most important of which are: integration of modern technologies (AI, big data, cybersecurity), practical orientation, interdisciplinary approach, and teacher participation in the development of educational materials.

The article describes the content of a modern informatics course according to the Federal State Educational Standard for Secondary General Education, which includes eight content areas. Approaches to developing new-generation textbooks are proposed, including 1) a classic textbook with a hierarchical structure, 2) a blended learning textbook with interactive elements, and 3) an electronic textbook adapted to individual student needs.

The article presents methodological strategies for textbook development: 1) one based on a mental approach, which takes into account students’ cognitive characteristics, knowledge visualization, and the development of mental structures (mental images, diagrams, and models); 2) and one based on an inversion approach, which prescribes a change from the traditional "theory → tasks → questions" structure to a "questions → tasks → theory" format, thereby reducing the learner’s cognitive load.

The article will be useful for methodologists, informatics teachers, developers of educational materials, and anyone interested in modernizing school education in informatics.

It is useful for a teacher to have in his arsenal complex practical assignments (projects) that require the use of knowledge from several parts of the course being studied. The article develops such a project in detail: it proposes to pass through the main stages of designing one of the most important computer devices — an adder. During the project, students will need to apply their knowledge of constructing a truth table corresponding to the problem, replacing it with an equivalent logical formula, transforming it using Boolean algebra, and finally, obtaining a practical scheme of a device on logical elements. If you have the opportunity and desire, you can even assemble this circuit (for example, on the Arduino platform) and see how it works. There is also a "light" variant: to write a program that simulates the work of an adder or use the ready simulator proposed by the authors.

The article contains some additional information on the topic: the concept of HDL (Hardware Description Language) for logic circuit description, ideas about the completeness of the system from logical operations and its influence on the range of manufactured microcircuits, information about the construction of a multi-bit adder and ways to speed up the execution of an essentially sequential addition operation, general ideas for constructing an ALU (arithmetic logic unit) of a modern processor. All material is presented at a level accessible to schoolchildren.

The project has a clear career-oriented focus: during their work, students gain some understanding of the main stages of computer device development.

The article discusses the use of simulation modeling environments for studying dynamic processes occurring in various systems. It reveals the possibilities of simulation modeling environments for implementing project work by high school students. Simulation modeling methods are described, along with examples of simple ways to determine which method is best to use in different cases. A universal sequence for developing a simulation model is provided. Using the example of solving the socially significant problem of safely locating a public transport stop near a school, the step-by-step development of a simulation model and its use to solve the problem is described.

Mastering simulation modeling tools is relevant for high school students' project and research work in connection with the update of subject results in informatics in the Federal State Educational Standard of Secondary General Education for basic and advanced levels of study.

The article presents a study on integrating modern artificial intelligence (AI) technologies into the school informatics course under constrained instructional hours. This research aims to develop and test a project-based learning methodology for teaching AI basics through the analysis of the regional socio-cultural environment.

The methodology is based on a comprehensive analysis of existing informatics curricula and textbooks, alongside the development of project-based teaching methods using neural networks. The work employs theoretical analysis, pedagogical experimentation, and statistical data processing.

The study analyzes the applications of AI technologies in addressing educational tasks, including social media text processing, geodata analysis, and data visualization. A system of project assignments has been developed to integrate several curriculum sections into a single educational module.

Practical implementation demonstrated the effectiveness of this project-based approach, enabling students to master AI basics rapidly by analyzing real-world regional data.

The findings indicate that the proposed methodology fosters relevant digital competencies, enhances student motivation to study informatics, and bridges the gap between rapidly advancing technologies and outdated educational programs.

The developed framework can be adopted by informatics teachers to modernize instruction within existing time constraints.

The practical significance of this research lies in establishing methodological approaches to project-based learning within a regional socio-cultural landscape, as well as providing specific instructional materials, project examples, and practical AI-driven data analysis tasks.

The article addresses the problem of students' readiness for advanced study of informatics starting from the 7th grade in the context of the strategic objective of achieving technological sovereignty of the Russian Federation. Based on a comparative analysis of subjectspecific learning outcomes in the 7th grade, it is demonstrated that the advanced level implies not only an expansion of thematic content but also a qualitatively different nature of students' activity — fluent operation with concepts, algorithms, and methods, which requires preliminary propaedeutic training. The necessity of constructing a continuous school informatics curriculum based on the principles of conceptual integrity, content continuity, didactic spiral, and cross-curricular orientation is substantiated. Particular attention is paid to the role of the propaedeutic informatics course in grades 5–6 as an essential preparatory stage for advanced study of the subject, as well as to the potential of extracurricular activities and supplementary IT modules. It is shown that effective early specialization in the field of information technology is possible only within a systematically designed continuous curriculum that ensures the development of intellectual, motivational, and cognitive spheres of the student's personality at each stage of education.

The article examines the pressing issue of developing digital content verification skills in primary school students facing information overload. It highlights the contradiction between the declared importance of digital literacy and the lack of specific methods for its development in primary school. A proposed solution is the implementation of a system of educational cases built on the didactic principles of immersion and adaptation. The article presents and analyzes in detail four practical cases aimed at identifying visual, audiovisual, and contextual falsifications. A step-by-step algorithm for students to complete each task is described, including generating search queries, assessing the reliability of sources, and using specialized services (for example, for acoustic fingerprinting). The result of applying this method is not only the development of technical fact-checking skills but also the development of the fundamentals of critical thinking and information hygiene. A conclusion is drawn about the practical value and scalability of the case study method for systematically fostering a culture of conscious information consumption in primary school students.

The article examines the potential of using generative neural networks in primary school as a means of propaedeutics of algorithmic thinking. Using the example of the implemented interdisciplinary project "The great and mighty Russian language", it is demonstrated that the process of formulating an effective prompt to a neural network requires primary school students to apply the same cognitive strategies as writing a program: decomposing the problem, formalizing requirements, step-by-step execution of instructions, iterative debugging, and verifying the result. A methodology for working with the Shedevrum neural network is described. Typical errors in formulating prompts by third-grade students are identified and analyzed, and a system of criteria for evaluating the generated illustrative material is proposed. 

The article is intended for primary school teachers, subject teachers, supervisors of project-based learning activities, and all specialists interested in the implementation of artificial intelligence technologies in the educational process.