Keyword: «cognitive overload»

The article examines the phenomenon of digital multitasking as a source of systemic contradictions in educational activity. The author presents an original hierarchical four-level model of boundary conflicts (neurophysiological, personal, socio-communicative, institutional), based on empirical data obtained in 2023–2025. It is shown that the key contradiction lies in the antagonism between the architecture of the digital environment, which encourages clip thinking, and the nature of education, which requires deep concentration. The model makes it possible to diagnose the level of conflict and develop targeted strategies for pedagogical support.