Psychological well-being of students in the digital educational environment: psychodiagnostic approaches and pedagogical perspectives

this article addresses the urgent issue of developing critical thinking skills in high school students within the context of digitalized education. The study analyzes the opportunities and challenges associated with integrating digital technologies into the educational process. The authors examine the cognitive, motivational, and affective aspects of critical thinking and how digitalization influences each of these components. The research employs a mixed-methods approach, including a review of scientific literature, pedagogical observation, student surveys, focus group interviews with teachers, and a pedagogical experiment. The findings indicate that digital technologies can both facilitate and hinder the development of critical thinking in high school students. While they provide access to vast amounts of information and tools for processing it, they can also contribute to superficial analysis, decreased motivation to learn, and the formation of uncritical information consumption habits. The authors propose recommendations for improving the educational process aimed at developing critical thinking in the digital environment. These recommendations include the use of active learning methods, the development of critical information evaluation skills, and advanced training for educators.

digital learning environment, psychological well-being, students, psychodiagnostics, pedagogical strategies, digital environment ergonomics, social interaction, cognitive load