STRATEGIES FOR CONTENT DEVELOPMENT OF WEB-ORIENTED ENCYCLOPEDIC RESOURCES IN EDUCATION
DOI:
https://doi.org/10.28925/2414-0325.2026.201Keywords:
web-based encyclopedias, digital encyclopedic resources, content development strategies, expert-editorial model, hybrid model, community-based modelAbstract
This article examines strategies for populating web-based encyclopedic resources in the field of education. The relevance of this study stems from the growing role of digital encyclopedic systems in structuring knowledge, ensuring access to verified information, and establishing a unified conceptual and terminological framework for the education sector. In the context of the development of open digital platforms and the collective creation of knowledge, the issue of organizing the processes of creating, updating, and quality control of encyclopedic content takes on particular importance.
The aim of the study is to analyze contemporary strategies for populating web-oriented encyclopedic resources and to identify their organizational and technological characteristics within digital educational systems. The study employs methods of analyzing scientific sources, comparative analysis of digital encyclopedic resources, and the generalization of approaches to organizing content processes.
Three main strategies for populating web-based encyclopedic resources have been identified: expert-editorial, community-based, and hybrid. These strategies differ in terms of content organization models, participant roles, and mechanisms for ensuring information quality. It is argued that the expert-editorial strategy is most effective for specialized resources focused on terminology standardization, whereas the community model ensures scalability and rapid content updates. Hybrid approaches allow for combining open user participation with expert verification mechanisms.
The scientific novelty of the study lies in the systematization of strategies for populating web-oriented encyclopedic resources and their examination in relation to the scale of operation, subject specialization, and user participation model.
The practical significance of the results lies in the possibility of using them to improve organizational and technological approaches to the creation and development of digital encyclopedic resources in the field of education. Prospects for further research are related to the development of models for evaluating the quality of encyclopedic content and the integration of artificial intelligence tools into the processes of creating, updating, and verifying knowledge.
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