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DOI: 10.15507/1991-9468.030.202601.077-095

UDC 004.8:373

Shaping Primary School Pupils’ Information Culture in Artificial Intelligence: Pedagogical Approaches within Supplementary Education

Valerii G. Shubovich
Dr.Sci. (Ped.), Cand.Sci. (Engr.), Associate Professor, Head of the Computer Science Chair, Ulyanovsk State University of Education (4, 5 bld. Lenin Square, Ulyanovsk 432071, Russian Federation), ORCID: https://orcid.org/0000-0003-3512-7653, SPIN-code: 3696-4248, This email address is being protected from spambots. You need JavaScript enabled to view it.

Kamilya R. Saifutdinova
Senior Lecturer of the Computer Science Chair, Ulyanovsk State University of Education (4, 5 bld. Lenin Square, Ulyanovsk 432071, Russian Federation), ORCID: https://orcid.org/0000-0002-4252-625X, SPIN-code: 4593-8731, This email address is being protected from spambots. You need JavaScript enabled to view it.

Igor O. Petrishchev
Cand.Sci. (Engr.), Associate Professor, Rector, Ulyanovsk State University of Education (4, 5 bld. Lenin Square, Ulyanovsk 432071, Russian Federation), ORCID: https://orcid.org/0000-0002-2247-2303, SPIN-code: 2538-2877, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. Information culture in the field of artificial intelligence is an integrative quality that includes cognitive, critical-reflexive, ethical-legal, practical-activity, and value-semantic components. Despite the active integration of Artificial Intelligence tools into educational practice, a conceptually and methodologically sound system for forming information culture specifically within the context of artificial intelligence is lacking for primary schools: measurable indicators for the key components have not been defined at the level of 8–10 year olds; diagnostic tools are fragmentary and rarely tested for reliability; empirical data on the sustainability of results in the context of supplementary education are limited. The goal of the research is to substantiate and empirically verify a pedagogical model for shaping the specified culture within the supplementary education system for children aged between 8 and 10.
Materials and Methods. A quasi-experiment was conducted at a university-affiliated children’s school. Participants were divided into control and experimental groups. The training module included twelve 60-minute sessions and three checkpoints (baseline, final, and a 5-week delay). Tests and rubric assessment materials for each component, a safety and copyright checklist, and independent double expert evaluation of mini-projects were used. Statistical analysis was performed using nonparametric tests with difference score calculations; reliability was measured using Cronbach’s alpha and Cohen’s kappa.
Results. Upon completion of the module, the experimental group demonstrated a sustained increase in the integrated information culture index and scores across all components, with partial maintenance of this improvement after five weeks. This trend is consistent with the content of the lessons: visual modeling, short “problem setting – testing – improvement” cycles, mini-projects, and regular ethical reflection. Supplemental education creates conditions for age-appropriate acquisition of basic concepts of artificial intelligence and safe practices for its application. At the same time, the risk of the “black box” effect is reduced by systematically checking answers and clarifying limitations.
Discussion and Conclusion. The presented model and diagnostic tools are suitable for implementation in clubs and supplementary education centers; maintenance sessions after 5 weeks are advisable to maintain the results.

Keywords: information culture of primary school students, artificial intelligence, additional education, critical thinking, project-based learning

Funding: This work was carried out within the framework of the implementation of the state assignment of the Ministry of Education of the Russian Federation No. 073-03-2025-066/8 dated September 26, 2025 to carry out fundamental scientific research on the topic “Formation of the information culture of primary school students in the field of artificial intelligence in additional education”.

Acknowledgments: The authors would like to thank the reviewers, whose critical assessment of the manuscript helped to significantly improve the quality of this article.

Conflict of interest: The authors declare no conflict of interest.

For citation: Shubovich V.G., Saifutdinova K.R., Petrishchev I.O. Shaping Primary School Pupils’ Information Culture in Artificial Intelligence: Pedagogical Approaches within Supplementary Education. Integration of Education. 2026;30(1):77–95. https://doi.org/10.15507/1991-9468.030.202601.077-095

Authors’ contribution:
V. G. Shubovich – development of methodology; conducting a research and investigation process; management activities to produce metadata for initial use and later re-use; application of statistical and computational to analyse study data; specifically writing the initial draft; specifically critical review.
K. R. Saifutdinova – development of methodology; conducting a research and investigation process; management activities to produce metadata for initial use and later re-use; specifically visualization; specifically critical review.
I. O. Petrishchev – formulation of overarching research goals and aims; development of methodology; management and coordination responsibility for the research activity planning and execution; oversight and leadership responsibility for the research activity planning and execution; specifically visualization.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 26.09.2025;
revised 16.12.2025;
accepted 23.12.2025.

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