Cognitive Risks of Education Digitalization: Crisis Transformation of Student Consciousness and the Problem of Forming Safe Communicative-Educational Environment

Abstract

This article will reflect the results of the complex problem of education digitalization study, its impact on the cognitive sphere of students and the definition of cognitive destructive consequences -crisis trends in the transformation of consciousness. As the main threat that determines cognitive risks and destructive consequences, we consider the absolutization of the digital approach to transforming the institution of education, without taking into account the specifics of the personality-cognitive and didactic-methodological aspects of the educational space. The study is aimed at identifying cognitive risks and crisis trends in students' consciousness in order to further take them into account when developing comprehensive measures to reduce this risk potential and creating a safe communication and educational environment. The structure of the article is sequentially revealed in the introduction, devoted to the general review of the social context of the digitalization of education, research methodology, results and conclusion.

Phenomenology of the professional crisis of the teacher during the online learning

“…We have found that reflection can become a predictor of a professional crisis, which is consistent with the researches of other scientists (Khrapov & Baeva, 2020;Sadovnikova, 2016). Analysis of the results of the study on the peculiarities of reflection of teachers experiencing a professional crisis allows the inference that the teacher's need for reflection of their own experiences and states is actualized.…”

“…An important result of our study is the conclusion that a professional crisis in the context of the digital transition is a situation with a semantic "desynchronosis" characterized by blurred professional perspectives and the lack of professional development plans. Similar conclusions can be found in a number of studies (Khrapov & Baeva, 2020), which analyze the phenomenology of personality crisis and crisis situations. This research confirms the findings of a number of earlier studies showing that teachers feel hopeless, uncertain, and lose their goals when experiencing a professional crisis (Afshar et al, 2015).…”

“…The present paper is based on the studies by the above researchers, as well as on the works by Oberauer and Lewandowsky (2019), Khrapov and Baeva (2020), Chernov and Alekseeva (2016), which reveal the phenomenology of a personality crisis. They relied on the statement that a critical situation should generally be defined as a situation of impossibility (Oberauer & Lewandowsky, 2019).…”

“…They relied on the statement that a critical situation should generally be defined as a situation of impossibility (Oberauer & Lewandowsky, 2019). Khrapov and Baeva (2020) focus on a personality crisis as an extraordinary event that interrupts or undermines the normal course of a person's life. Such an event makes the person solve problems associated with creative adaptation to the new living conditions.…”

Pedagogical ethics in distance education

“…When conducting the research we were inspired by the works of Cleveland-Innes, Garrison, Jiang, Khrapov, Baeva, Mironowicz, Schretzenmayr, Mohsen, Moore, Pertti, Polat, Salta, Paschalidou, Tsetseri, Koulougliotis, Strekalova, Verbitsky [1][2][3][4][5][6][7][8][9][10][11][12] devoted to the attempts, failures and successes of distance learning.…”