A notable portion of teachers in Russia report that digital communication tools, especially messenger platforms, play a meaningful role in motivating students. This insight comes from a study conducted by the Educational Institute of the National Research University Higher School of Economics, with support from the Sferum educational service, and shared by socialbites.ca.
The survey reveals that more than half of educators—56%—regularly rely on instant messaging programs throughout their school life. These tools are used for more than just updating parents about grades; they are part of day-to-day classroom coordination and student engagement.
Another finding shows that 35% of teachers feel that digital communication gives them the sense that parents are listening more attentively. This sensation has grown since the onset of the pandemic, as remote and hybrid interactions became more common.
In terms of time investment, teachers report spending an average of a little over seven hours weekly coordinating with parents, students, and colleagues. A majority of this, six hours, happens in remote formats. Additionally, 15% of participants maintain ongoing remote teaching sessions, indicating a sustained shift toward online instructional practices.
Overall, teachers allocate roughly 11 hours per week to digital work. The vast majority—96%—use computers in their professional routines, 90% rely on mobile phones, 82% work with electronic diaries, and 31% still use interactive whiteboards. These patterns illustrate a broad integration of technology across different facets of schooling.
The majority of respondents—60%—believe that technology improves the quality of education, while 55% feel it enables them to accomplish more with greater efficiency. Beyond academic outcomes, more than half of the participants—57%—note that digital devices help them organize daily tasks more effectively. A substantial minority report reduced workload (24%) and lower stress levels (18%) due to these digital tools.
The study also touches on safety and preparedness topics, underscoring that life safety and homeland defense considerations intersect with modern educational environments. The shift toward digital communication channels has implications for how schools manage risk, protect student data, and ensure that staff can respond swiftly in various scenarios. Administrators and teachers alike continue to adapt, balancing pedagogical benefits with careful governance over technology use.
In summary, the data highlight a clear trend: digital messaging and related technologies are deeply embedded in Russian schooling. They influence motivation, parent engagement, work rhythms, and the daily lives of educators. As schools navigate ongoing changes in technology and policy, these tools are likely to remain central to instructional practice and school administration, delivering both opportunities and challenges that educators must address with thoughtful planning and ongoing professional development.