Valentina V. Mantulenko

Issues of digital addiction have become extremely relevant in the last decade, including in the context of education, due to the rapid development of technology and the active introduction of artificial intelligence into all spheres of life. The scientific community is actively researching aspects of the negative impact of digitalization, risks and consequences of excessive media use. However, there are still different, often quite contradictory, opinions regarding the essence and indicators of the very phenomenon of digital addiction. The aim of this work is to determine the key aspects of pedagogical work at a university to prevent and reduce the risk of digital addiction among young people based on the analysis and generalization of world experience in studying this phenomenon and the original diagnostic research. The objectives of the work included: analysis of existing approaches to the study of the phenomenon of digital addiction, conducting a diagnostic study aimed at identifying the risk of the formation of digital addiction among young people in the process of using digital devices to perform educational tasks, highlighting relevant aspects of improving pedagogical work at a university to prevent formation of digital addiction of students. The main conclusions that the author comes to in this work concern the ambiguity of interpretation of the term «digital addiction», the components and criteria of this phenomenon, the lack of media literacy level of the generation of «digital natives» that would be sufficient to withstand the risk of digital addiction emergence. As a result, the concept of digital addiction was concretized on the basis of analysis and comparison of various approaches to its interpretation, including that as a pedagogical problem. Some contradictions were identified that exist in the field of university education and contribute to the formation of digital addiction among young people, which makes up the theoretical significance of this work. The practical significance of the study lies in the fact that the author formulated some aspects that require consideration when planning and organizing pedagogical work at a university to eliminate the negative effects of media use and reduce the risk of the formation and development of digital addiction among young people.

The rapid development of digital technologies has constantly opened up new opportunities for the educational system, while simultaneously issuing a number of new challenges and threats to its development. A new technology that is now actively being introduced into various spheres of life is artificial intelligence (AI) technology. The main vector that digital transformation has always set is the transfer of routine operations from humans to machines. In an educational context, this function of digital devices has been referred to as “increasing productivity and performance.” For example, the need to write lecture notes by hand has been replaced by digital function to translate the teacher’s voice into text using any smartphone, and the labor-intensive task of writing original text can now be easily solved using a bot based on AI technology. However, quite reasonable concerns have always accompanied this process of change, since in addition to productivity, the effectiveness of methods, techniques and means used has always been a relevant and even more important task in education. If in the early stages of digitalization (computerization and automation) of education, concerns were formed around the possibility of replacing the role of the teacher with a computer, now in the context of threats we are more likely talking about the ethical issues of using AI in the educational process, and as a consequence, the effectiveness of learning activities and the quality of the education received. The research purpose of this work is to study the existing experience of using AI technology by students using the example of universities in the Samara region to understand the nature of this process and the new challenges that arise in this context for the educational system as a whole. The theoretical implication of the study lies in generalization of up-to-date scientific works on the problem of using AI in education, comprehension of the essence of AI technology itself, opportunities and threats that arise in relation to the introduction of AI in education. The practical significance of the work is determined by finding problematic aspects in the use of AI by modern students, on the one hand, and determining some growth points that can move the Russian education to a new level of development through the application of modern technological innovations, on the other.

The relevance of this work is determined by contradictions that accompany the process of digital transformation of the Russian educational system. First of all, these are contradictions between the growing requirements for the training of graduates who would be able to effectively solve professional problems in the digital economy and the unwillingness of educational institutions to meet them, between the didactic potential of modern information and communication technologies and its superficial use in the educational process, between the development levels of media competence by the main participants in pedagogical activity, their various values, goals and expectations, between the declared and real pace and quality of the computerization of the educational system, and others. The research purpose is to study the accumulated experience of digitalization of the Russian education (changing the essence and functionality of information and communication technologies in education, their role in achieving the current tasks facing the education system, specific features of their application for educational purposes) and designating axiological and target aspects as priority provisions for the development of future concepts of digital transformation of educational systems. The objectives of this study include an analysis of the theoretical and practical aspects of the application of information and communication technologies in education, conducting original diagnostic research, substantiating current tasks in the field of digitalization, taking into account the identified specific aspects of the use of digital media in the pedagogical process and modern challenges facing the educational system. The article examines such an approach to digital education as connectivism, its basic principles and tenets. The paper outlines some of the contradictions that exist in the field of digital transformation of education, as well as possible directions for their solution. The theoretical significance of the work lies in the fact that the concept of "digital media", their essential characteristics, functions and specific features of their use in education at the present stage are analyzed. The practical significance of the article lies in the fact that the ways of using digital media in the educational process identified by the author in 2007 are supplemented, and the importance of considering axiological and target components in the development of concepts for the digital transformation of education is indicated.