From Introduction to Science to Research Activity: Practices of Involving Schoolchildren in the Countries of the Commonwealth of Independent States

Abstract

Science popularization is considered as a tool for engaging schoolchildren in research and development sphere. This study aims to systematize and comparatively analyze science popularization practices across CIS member states. The research draws on a four-level model of student interaction with science: informational (passive exposure to scientific knowledge), dialogue-based (contact with the scientific community), practical (mastering research methods by replicating experiments), and research-oriented (participatory involvement in generating new knowledge). Based on this model, the study reviews national cases from nine CIS countries, compiles a summary analytical table, and conducts a comparative analysis of institutional models. Identified common trends include preservation of Soviet traditions, predominance of informational and competitive formats, uneven digitalization and role of Russia as a provider of methodological frameworks. It has been found that the research-oriented level remains least institutionalized and is more often implemented through competitive and international initiatives. The study demonstrates that the structural gaps between these levels are partially bridged by platform-based solutions, such as popular science media channels, citizen science platforms, and distributed computing projects. The study’s scientific novelty lies in validating this multi-level model as a tool for cross-country comparison within the post-Soviet region, thereby revealing typical national system configurations and structural disparities. Its practical significance lies in the model's potential application for designing national science popularization systems and assessing their coherence. The study concludes that developing indigenous science popularization systems is essential for reproducing the scientific workforce and ensuring intellectual sovereignty.