Abstract
The article examines the influence of the Internet on cognitive development and social interaction of older schoolchildren and students. The initial positive impact of active Internet use on thinking is highlighted, which declines over time due to problems with long-term memory. The growth of online social interactions, accelerated by the COVID-19 pandemic, and their implications for social intelligence are highlighted. Both positive and negative aspects of online interactions are discussed, including problems with social comparisons and self-esteem. The importance of the teacher’s role in adapting to online learning and the implementation of individual educational trajectories are also considered key elements in managing students’ cognitive development.
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