The axiological aspect of educational practices in the context of digitalization of society

the article examines the axiological approach to the organization of the educational process in the context of the digital transformation of society. The necessity of shaping students’ value orientations in the context of a digital educational environment is emphasized. Key axiological components manifested in new forms of learning involving digital technologies are analyzed. The article presents the results of a study reflecting students’ attitudes toward the value aspects of digital learning. Introduction. Modern society is undergoing large-scale changes associated with the digital transformation of all spheres of life, including education. The task of comprehending the axiological foundations of educational practices in the context of digitalization is becoming increasingly relevant, as value orientations determine the meaning and direction of learning and shape students' personal positions in a rapidly changing world. Materials and Methods The study employed the following methods: theoretical analysis of scientific literature on the problems of axiology and digitalization in education; a survey of students from a pedagogical university aimed at identifying their attitudes toward the value aspects of digital learning; and methods of mathematical and statistical data processing. The survey included question blocks aimed at assessing the importance of such values as self-realization, social responsibility, autonomy, ethical digital behavior, and the perception of digital educational technologies in terms of their alignment with students’ personal and professional orientations. Research Results. The results showed that the majority of respondents (72%) recognize the importance of digital competencies for personal and professional development. However, only 45% of students indicated that digital technologies contribute to the development of responsibility and critical thinking. A heterogeneity in the perception of axiological aspects was revealed: some students experience a lack of motivation and a sense of alienation in the context of digital learning. At the same time, 60% of the respondents emphasized the importance of the ethics of digital interaction as a new value category. Discussion and Conclusions. The data obtained indicate the need for the purposeful formation of students' value orientations related to the responsible and conscious use of digital educational resources. The identified contradiction between the instrumental and value functions of digital technologies requires adjustments to pedagogical strategies to strengthen the axiological component of learning. The digital educational environment should not only expand learning opportunities but also contribute to the formation of stable value attitudes among students. Further research is needed to develop effective methodological solutions that ensure the integration of axiological aspects into digital education.

axiology, values, educational practices, digitalization, digital transformation, pedagogy, value orientations