The need-motivational sphere of the subjects of the educational process in the context of the digitalization of education

Abstract

Introduction. The relevance of the study is determined by the active implementation of digital technologies in all life activities of people, including in the education system. Reforming the modern school in a digital environment has both a positive and a negative impact to the subjects of the educational process. The purpose of the study was to identify the relationship between the attitude of students and teachers of Russian universities to digital transformations of education and the characteristics-motivational sphere of the subjects of the educational process, namely the degree of significance and satisfaction of deficit and everyday needs. Materials and methods. The empirical study involved 150 cadets and students of the Voronezh Institute of the Ministry of Internal Affairs of Russia and the Siberian Fire and Rescue Academy of the State Fire Service of the EMERCOM of Russia; 51 lecturers from a number of Russian universities. To study the need-motivational sphere of the subjects of the educational process, the «A. Maslow's Motivational Questionnaire» was used. Revealing the attitudes of students and teachers to the digital processing process was carried out using the scale modified for research purposes, the Technological Readiness Index (TRI). Results. It was revealed that motivators and inhibitors of digital readiness of subjects of the educational process are associated with the significance and satisfaction of different needs. Students' optimism and innovativeness correlate with the significance of existential needs (respectively, remp = 0.201, remp > r0,01; remp = 0.237, remp > r0.01) and their realization (respectively, remp = 0.197, remp > r0,05; remp = 0.223, remp > r0.01). At the same time, inverse relationships were found between discomfort and satisfaction of scarce needs (remp = -0,160, remp > r0.05), as well as distrust of digital technologies and the realizability of existential needs (remp = -0,163, remp > r0.05). Among teachers, motivators of digital readiness correlate with the realization of deficit needs (optimism: remp = 0.285, remp > r0.05; innovativeness: remp = 0.298, remp > r0.05). The innovativeness of teachers in relation to the digitalization of education correlates with the significance and satisfaction of existential needs (respectively, remp = 0.276, remp > r0.05; remp = 0.353, remp > r0.05). Conclusion. The study confirmed the hypothesis about the correlation between the personality traits of the need-motivational sphere and the attitude of the educational process to the digitalization of education. In view of the fact that a significant part of students and teachers experience discomfort and insecurity associated with the possible consequences of digital processing in education, the integration of traditional and online education systems, the preservation and development of humanistic ideas of pedagogy in the digital era are important in the educational process.