Dynamics of the Student Structure in Online Large-Class Method Training for the Basic State Exam (OGE)

The relevance of the study is determined by changes in the education system, due to which the phenomenon of tutoring, and in particular online tutoring, is becoming increasingly in demand. This makes it relevant for researchers to analyze the processes occurring within the composition of the participants themselves in the learning process using this form of tutoring. The purpose of the article is to identify the dynamics of the social structure of a group of ninth-grade students who use online tutoring services to prepare for the Basic State Exam (OGE) in social studies (one of the core subjects for the social sciences and humanities track). This goal is achieved through the following tasks: to conduct a comparative analysis of the data from representative surveys of students carried out in 2024 and 2026, and to identify changes in parameters such as place of residence, family income, gender composition, and others.
The scientific and practical significance of the study lies in the fact that the results allow tracking the dynamics in the structure of students accessing online tutoring services, which can serve as a basis for further development of strategies in this field. According to the study results, the composition of participants has changed over the past two years: the number of students from the northern and southern regions of Russia has decreased compared to the central region; the number of students from middle-class families (with an income of 100 to 200 rubles per person per month) has increased, and students from low-income families, who were represented in the 2024 survey, are now completely absent. This leads to the conclusion that the composition of students has changed due to shifts in the economic situation and crisis phenomena, which have primarily affected regions remote from the center, as well as the lower stratum of the middle class.
The scientific novelty of the study consists in the empirical demonstration of the relationship between the economic situation and the use of online tutoring. Contrary to the thesis about the inclusiveness of digitalization, it is shown that online education becomes more selective under worsening economic conditions, and the key barrier is not motivational but financial (the absence of price democratization). Furthermore, the author introduces and operationalizes a concept new to the Russian context – the “large class” as a mass form of tutoring.

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