Keyword: «digital inequality»

This paper explores the impact of artificial intelligence (AI) and new digital technologies on learning and cognition. It examines the key aspects of digital thinking, its formation, and development in the context of rapid digitalization. The paper analyzes how AI and modern technologies, such as adaptive learning, virtual and augmented reality, and big data, are changing traditional approaches to education by personalizing the learning process, providing access to unlimited amounts of information, and developing new cognitive skills. Both the potential benefits and challenges of integrating AI and new technologies into education are explored, including issues of digital inequality, ethics, data security, and the need to redefine the role of the educator in the new educational paradigm. Special attention is given to developing critical thinking, creativity, and lifelong learning skills in the digital age.

The article addresses the fragmentation of research on artificial intelligence in education. Its purpose is to justify the concept of triple alignment, which integrates policy, techno-pedagogical, and organizational approaches. The study shows that sustainable implementation of artificial intelligence is possible only when the goals of use, the educational design of technology, and the working conditions of teaching staff are aligned.

The article analyzes the impact of the introduction of remote electronic voting on the level of public confidence in the electoral system of the Russian Federation. The article examines the legal and technological risks that reduce the legitimacy of elections, including the problem of the «black box», the threat of digital coercion and access inequality. Institutional confidence-building factors are identified: auditability of the program code, the institution of a digital observer and the voluntary use of remote electronic voting. Practical recommendations for public authorities on increasing transparency and legal protection of remote voting are offered.