Screencast as a didactic design tool for training future specialists in library, information, and archival studies at higher technical education institutions within the framework of research-based learning

Abstract

Purpose of the study. The article presents a comprehensive study of the didactic potential of educational screencasts as a tool for training future specialists in information, library, and archival studies. The relevance of the research is determined by the transition of higher education toward flexible, personalized, and interactive learning models that align with the demands of digital transformation in the field. 
Methods & methodology. The theoretical framework is based on the principles of Cognitive Theory of Multimedia Learning (CTML) and the models of cognitive styles – Field Dependent / Field Independent and VARK. It is established that the multimodal design of screencasts, when accounting for individual learning differences, reduces cognitive load, optimizes information perception, and ensures effective integration into the educational environment. The empirical part of the research analyzes the experience of the National Aerospace University “KhAI”, where screencasts have been systematically implemented in the academic programs of specialty 029. They are used as lecture materials, supplements to practical classes, and digital instructions. On the example of the courses Archival Studies and Library and Information Support for the Scientific and Technical Sector, the effectiveness of micro-screencasts is demonstrated for step-by-step mastery of specialized software such as Archivematica and Koha. 
Results. It is proved that an educational screencast functions not merely as a technical aid but as a holistic didactic construct that stimulates students’ cognitive activity and fosters professional autonomy. Special attention is given to the role of screencasts in implementing research-based learning and the “flipped classroom” model. The creation of student-generated educational videos promotes the development of digital literacy, critical thinking, and communication skills. The practice of peer review through Moodle fosters academic interaction and supports the instructor’s “pedagogy of presence” in the digital space. 
Conclusions. The experimental results confirmed that combining screencasts with interactive methods increases the level of material retention by 26–31%. The study concludes that the use of screencasts in KhAI’s educational practice has become an integral part of academic culture and a factor driving qualitative transformation of professional training in the digital era.