THE GENESIS OF THE CONCEPTUAL FRAMEWORK FOR THE FORMATION AND USE OF FAIR DATA IN THE FIELD OF EDUCATIONAL SCIENCES
DOI:
https://doi.org/10.31110/2616-650X-vol14i4-004Keywords:
conceptual framework, FAIR principles, FAIR data, research data management, Open Science, educational sciences researchAbstract
The rapid growth of research data in the context of digital science and education development has intensified the need for systematic approaches to data storage, description, and reuse. One of the key directions for addressing this challenge is the implementation of the FAIR principles (Findable, Accessible, Interoperable, Reusable), which define requirements for the discoverability, accessibility, interoperability, and reusability of scientific data. Despite the active application of these principles in natural and technical sciences, their systematic adoption in educational sciences is still emerging and requires theoretical grounding and clarification of the conceptual and terminological framework. The study employs methods of scientific source analysis, systematization and generalization, content analysis of international documents and scholarly publications, as well as cause-and-effect analysis to establish relationships between research data management concepts and their application in educational research. The article examines the evolution of the FAIR concept in the context of open science development and the digital transformation of research. Refined definitions of the concepts "FAIR data in the field of educational sciences", "FAIR data formation", and "FAIR data use" are substantiated. The process of FAIR data formation is described as encompassing research planning, data collection and documentation, data structuring, metadata description, and deposit in specialized repositories. The key directions of FAIR data use in educational science are identified, including secondary analysis of research data, meta-analysis, comparative studies, evidence-based educational policy development, and the advancement of competencies in FAIR data management and use. It is concluded that the development of practices for forming and using FAIR data contributes to greater transparency, reproducibility, and integration of educational research into the international scientific community.
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