Transforming teacher activities using ethnopedagogy and gamification methods with digital technologies implementation

The paper explores the pressing issue of integrating ethnopedagogical methods and digital gamification into the educational process for the socio-ecological development of students. It substantiates the need to combine traditional spiritual and moral values with modern digital technologies to address educational challenges in the context of digitalization of education. The purpose of the study is to propose and theoretically substantiate methods for methodological training of teachers based on an analysis of the transformation of their pedagogical activity using ethnopedagogy and gamification. The paper examines the interrelationships of several interdisciplinary concepts, such as immersion, inclusion, and digital gamification, in the context of organizing distributed educational communications. Recursivity and fractality are identified as central characteristics of the transformation of pedagogical activity. Recursivity is interpreted as the transfer of methods mastered during teacher training to the organization of student activities, including participation in gamified projects; fractality is interpreted as the resulting characteristic of the structure of multi-level similarity in teacher activity. This article analyzes the experience of conducting regional competitions for socio-ecological projects aimed at digitally describing cultural and natural landscape objects. It is argued that teachers' participation in such competitions initiates their comprehensive professional development. It is concluded that ethnopedagogical conditions in educational pedagogical competitions, including the use of ethno-symbolic resources, combined with digital gamification, can ensure a fractal transformation of teaching activities.