Russian Journal of Management Russian Journal of Management Russian Journal of Management 2409-6024 2500-1469 131559 10.29039/2409-6024-2026-14-6-589-597 Управление персоналом Human resource management Управление персоналом Theoretical and methodological approaches to gamification in the personnel training system: domestic and foreign experience Теоретико-методологические подходы к геймификации в системе подготовки кадров: отечественный и зарубежный опыт Набиева Алсу Рустэмовна Nabieva Alsu Rustemovna alsunab@mail.ru

доктор экономических наук;

doctor of economic sciences;

 Малолетко Александр Николаевич Maloletko Aleksandr Nikolaevich shadow.economy@gmail.com

доктор экономических наук;

doctor of economic sciences;

 Каурова Ольга Валерьевна Kaurova Ol'ga Valer'evna

доктор экономических наук;

doctor of economic sciences;

 Лагвилава Ника Леванович Lagvilava Nika Levanovich Российский университет кооперации Russian University of Cooperation Российский университет кооперации Россия Российский университет кооперации Russian Federation Российский университет кооперации Россия Российский университет кооперации Russian Federation 23 07 2026 23 07 2026 14 6 591 599 17 07 2026 https://rusjm.ru/en/nauka/article/131559/view

В статье представлен теоретический анализ геймификации как системного тренда высшего образования, особенно значимого для подготовки кадров потребительской кооперации. Рассматриваются иерархические модели внедрения игровых механик - от профильных министерств до кафедр - и обобщается международный опыт: германские цифровые дидактические лаборатории, американские транснациональные онлайн-программы, европейские исследования влияния ICT на мотивацию. На базе экспериментального проекта, реализованного совместно с бизнес-партнёрами, проведён опрос преподавателей и студентов; полученные данные выявили концептуальный разрыв между декларируемой ценностью геймификации и её фрагментарным использованием в учебной практике. Установлены ключевые барьеры - дефицит времени и высокая нагрузка педагогов, а также поколенческий диссонанс в восприятии игровых форматов между преподавателями и студентами. Показано, что эпизодическое применение игр не раскрывает их потенциал для развития soft и hard skills, тогда как востребованность деловых игр и кейс-стади со стороны обучающихся остаётся высокой. Теоретическая значимость работы заключается в уточнении понятийного аппарата геймификации применительно к кооперативному образованию и обосновании необходимости перехода от точечных решений к целостной, технологически обеспеченной игровой дидактике.

This paper offers a theoretical examination of gamification as a systemic trend in higher education, with a specific focus on managerial training for the consumer cooperative sector. Drawing on a comparative analysis of international pedagogical models-ranging from German digital didactic labs and U.S. Web 2.0 transnational learning to Spanish ICT-enhanced motivation studies-the study conceptualizes gamification as a multi-level, hierarchically embedded phenomenon. An experimental project, conducted in collaboration with business partners, included a survey among faculty and students, revealing a pronounced conceptual gap between the acknowledged importance of game-based learning and its inconsistent classroom application. The findings highlight significant structural barriers, notably time scarcity and excessive teaching loads, alongside a generational perception divide: digital-native students (generations Y and Z) perceive gamified activities as far more sporadic than their instructors (generation X) believe. Theoretically, the paper refines the terminological framework of gamification within cooperative education and argues that its current fragmented deployment fails to unlock the full potential for developing both soft and hard skills. The sustained student demand for business games and case-based formats underscores the need to move from isolated gamified elements towards a coherent, technology-enhanced ludic pedagogy. The study contributes to the discourse on digital didactics by outlining a structured pathway for integrating game mechanics into university-wide management training, emphasizing faculty motivation, methodological advancement, and cross-institutional dissemination of best practices.

 геймификация образования игровая дидактика цифровая педагогика поколенческий разрыв подготовка кадров для кооперации системный подход мотивация студентов gamification in education ludic pedagogy digital didactics generational perception gap cooperative management training systemic approach student motivation

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