ECONOMIC CONSEQUENCES OF THE IMPLEMENTATION OF INNOVATIVE PEDAGOGICAL METHODS: PSYCHOLOGY OF STUDY

Abstract

The paper aims to identify and analyze the economic consequences of the implementation of innovative pedagogical methods in Russian educational organizations through the lens of psychology of learning.

The initial hypothesis is that pedagogical practices that enhance intrinsic motivation, deepen the processing of educational material, and develop self-regulation and collaborative activities form more sustainable learning trajectories and increase the transfer of knowledge to real professional tasks. These psychological mechanisms mediate economic results: they increase the likelihood of completing the program within the required timeframe, reduce dropouts and repeated courses, accelerate the employment of specialists in their field, and increase the productivity of young professionals and, consequently, their income.

For educational institutions, this means cost savings on "delayed" courses, more balanced teaching loads, and better predictability of funding; for employers, it means reduced costs for onboarding, mentoring, and additional training.

The paper discusses problem-based learning, blended learning, flipped classroom technology, adaptive digital systems, and project-based research formats.

The study shows that combining personalization with project work provides the greatest overall effect in domestic settings, and a phased implementation strategy allows for early benefits with constrained budgets.

The practical significance of the study lies in the proposal of a management logic that connects the psychological foundations of the educational process with measurable economic indicators, which makes it possible to plan educational policies and partnerships with enterprises in Russian regions in an informed way.