Риски психологической безопасности личности в условиях внедрения цифровых образовательных технологий на этапе профессионального обучения

Abstract

Background. Studying personal security during vocational training as a part of psychological security in the context of a wide spread of digital educational technologies emerges from the contradiction in signi_cance between the conditions of professional formation and the formation of students’ personality. It is also noted that the data on psychological security in modern conditions that provide for the active implementation of digital educational technologies are insu`cient. Objective. ae study aims to analyze the risks to the psychological security of the individual in the context of digital educational technologies applied in vocational training. Sample. ae materials were obtained on a sample of students of higher educational settings in Voronezh. ae study involved 2237 females (84.6%), 406 (15.4%) males. ae average age of students was 20.21±3.70 years. ae total sample size was 2643 subjects. Methods. ae empirical study was carried out with psychodiagnostic methods. aose included the “Psychological safety of the educational environment in school” by I.A. Bayeva (a modi_ed version for higher education) and a questionnaire for express diagnostics of risks and threats to the psychological safety in educational environment while introducing digital educational technologies as developed by a research team led by T.L. Khudyakova. Results. It is established that students note a high level of psychological security both in the absence of active introduction of digital technologies into the educational process, and in its presence. ae risks to psychological safety of students at the stage of vocational training in the context of digital education introduction include a decrease in the level of reference of the environment for students and satisfaction with the main characteristics of interaction, personal risks and health risks (physical and psychological). Psychological security of students’ personality in professional education is characterized by a decrease in all its parameters when digital educational technologies are being introduced. Conclusion. ae key features of the psychological security of students’ personality during vocational training in the conditions digital educational technologies are shown. Implementation of these technologies has a signi_cant impact on students’ assessment of risks and threats in the educational environment. Signi_cantly lower indicators of psychological security in students’ personality have been established during the introduction of digital educational technologies. Practical application of the results. ae results of the study can be used in practice of organizing psychological and pedagogical support to maintain psychological safety of students obtaining professional education in the context of the spread of digital educational technologies.