Abstract
Digital technologies are becoming an integral part of the modern world, constantly intersecting with various areas of our lives, including the field of education. At the same time, digital technologies have a certain impact on the educational process and, accordingly, on the quality of education in universities. In this article, the author analyzes this impact in the context of forecasting the occurrence of possible negative consequences. The pos-sible risks associated with the automation of the learning process, as well as the risks associated with an over-abundance of the introduction of digital platforms into the educational process, are considered. Further, the possibility of the emergence of some psychological problems as a result of prolonged contact with the digital space, such as a decrease in creative thinking, attention, memory, as well as the emergence of technological dependence, is discussed. Particular attention is paid to the problem of students completing tasks using artifi-cial intelligence technology. The final part of the article contains conclusions and recommendations concerning the optimal limit of digital technologies’ applicability in the educational process. The author emphasizes the need for a balanced approach to the use of digital technologies, taking into account their potential risks to the psychological health and self-development of students.
Published Version
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