Student's Segmentation and Targeting for Extracurricular Engagement

Abstract

Self-determination theory links support for autonomy, competence, and relatedness to intrinsic motivation and autonomous forms of extrinsic motivation (Ryan and Deci 2020). Drawing on this perspective, the present study explores student communication needs at Skolkovo International Gymnasium, a private school in Moscow, Russia. This study examines how student segmentation can inform communication about educational and social activities. An online questionnaire combining 14 closed-ended and 12 open-ended questions was distributed through school chats. Responses from 45 students in Grades 5 to 11 were analyzed descriptively. Seven grade-based student segments were considered alongside reported interests, awareness, participation, and communication preferences. The findings indicate uneven awareness of school opportunities, recurring time constraints, and demand for business, financial-literacy, and debate activities. Career guidance emerged as a priority because many respondents remained uncertain about their educational direction, while reported awareness of Career Centre opportunities was low. Mentors were an important information source across grades, although Telegram and peer communication became more prominent in some older groups. The study provides an exploratory basis for improving school communication, rather than evidence that a digital platform increases participation. A pilot should test whether consolidated information improves awareness and helps students select feasible activities.

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