Risks of digitalization of schools’ educational space in the context of modern socio-cultural transfotmation

UDC (37+304)::004

https://doi.org/10.20339/AM.06-20.007      

A.N. Tarasov is Cand.Sci. (Philosophy), doc. e-mail: alexei1997@yandex.ru; and D.V. Kataev is Dr.Sci. (Sociology), doc. e-mail: dmitrikataev@rambler.ru  at Lipetsk State Pedagogical University n.a. P.P. Semenov-Tyan-Shansky

Presented is sociological analysis of risks of digitalization of education in modern Russian schools. The authors note, that complexity of this process is due to transitional nature of development of all spheres of life in modern society. Transitional character is defined by the concept of “socio-cultural transformation”. This phenomenon is caused not only by internal reasons (change in socio-economic structure), but also by external ones, i.e. transitional nature of socio-cultural development of the Euro-Atlantic civilization, that have direct impact on development of Russia as well. Based on such sociological methods as expert surveys and analysis of secondary data, proposed is to divide all identified risks into 3 groups. The first group, defined as institutional risks, includes those, associated with changing role of school as social institution. It is shown, that in conditions of digitalization, the role of school can be reduced solely to it’s understanding as an agent of socialization, while the learning process can be taken over by a “machine”. The second group is technological risks. They are already evident today and are related to problems that arise in the process of implementing digital technologies in the educational space of school. The third group is personal risks. This group includes those, that are associated with development of the digital generation, or “generation Z” under influence of digitalization processes.

Key words: digitalization, risk, sociology of risk, socio-cultural transformation, school, educational environment, digital learning.

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