Digital educational environment: opportunities and risks

Digital educational environment: opportunities and risks

Shalina O. A.I. Evdokimov MSMSU (Russia)
Buzina T. A.I. Evdokimov MSMSU (Russia)
Digital educational environment, automation, digitalization, psychological risks

The digital environment is a sphere of recreation, communication and education for everybody. Digital factors replace traditional cultural and historical factors of a person's identity. Education and socialization become the processes in the "informational" (M. Castels) society.

The development of the digital educational environment (particular, the Moscow Electronic School project) involves technical improvement and new functional capabilities:

  • ducational portals are filled with materials, programs, plans, tasks and control forms.
  • Students and teachers’ personal cabinets are the open source of information.
  • Portfolio systems allow to monitor the individual educational trajectory of a student and predicting the dynamics of competencies.
  • Communication systems between students, parents, teachers, administration and government organizations.

The base of these functional capabilities is the principle of open information: the possibility to monitor the educational results by students themselves, their parents and educational organizations. An important direction of further digitalization of education is the development of tools for monitoring educational results and automated systems for assessing the safety and effectiveness of educational programs using digital technologies.

However, digitalization of education is a kind of field of "uncertainty" (A.G. Asmolov), in which methodological and value awareness do not always keep up with the development of technology. Teachers and psychologists face a number of points to discuss:

The problem of information surplus and special skills for work with, the "informational neurosis".

  • The problem of "psychological exploration" (A.P. Nazaretyan) and culture of using of digital technologies.
  • The problem of minimizing the role of a person, live communication, which is the flip side of the education digitalization and automation.
  • The ethical problem of the fundamental possibility of automation and digitalization of moral and ethical education of young people, the need for an open professional discussion to determine the areas of automation and digitalization in the education system.

Russian Psychological Society



Federal Scientific Center for Psychological and Interdisciplinary Research,
Moscow, Russia


Psychology Department of MSU

Psychology Department of the Lomonosov Moscow State University,
Moscow, Russia