Pakistan Journal of Distance & Online Learning
Volume: VI, Issue I, 2020, 231-246
Safety of Digitalization of Educational and Social Space
Liudmila Baeva, Alexandr Grigorev
Abstract: In the context of digital transformations of society and its institutions, social security is one of the priorities for sustainability of systems. In these regard security is associated with protection from possible deformations of social and cultural systems, which could lead to violation of rights and individual freedom as a result of information-psychological impact of modern electronic resources.

Ensuring security and sustainability in a modern open society is becoming one of the leading tasks relating to the education system. The digitalization of education is moving from universities and MOOC to schools and becoming a general trend. This process can radically change the essence of education as a space of communication, dialogue, socialization, forming not only knowledge but social skills as well. The goal of the study is to characterize and systematize social and anthropological risks of digitalization of educational. The study is based on usage of existential-axiological approach which concerns principles of safety communicative-educational environment as a phenomenon of e-culture.

Besides of the aim mentioned above, the study included conduction of pilot expert interviews among the educators working in digital education environment. The interviews were conducted in order to develop a hypothesis concerning the risks of further expansion of digital education. The conducted research allowed the authors to conclude that despite the general positive background of the questionnaire answers, experts do not deny the presence of certain risks among which the risks associated with information security are the most important and common.

Study of main risk factors associated with the introduction of ICTs in communication and education has shown that the risk-related socio-psychological consequences of digitalization could cause behavioral disorders, including asocial and self-destructive mindsets, Internet addiction, nomophobia, escapism, absorption in virtual worlds etc.

The authors assume that to overcome the riskogenic factors, it is necessary to develop a system of safe communicative and educational environment for secondary and high education systems, following the impact of digitalization. That will allow effective monitoring of riskogenic factors and selecting the most effective forms of learning, taking into account individualization of students’ educational trajectories.

Key words: assessment of digital education impact, secure information environment, information ethics, risk factors of digitalization.