Challenges of digitalization: limits of media-feeding of psychological care and the educational process
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Abstract
The relevance. The modernization of education in response to the demands of social progress reflects the development of the information society. Research on the digital transformation of education should focus on finding an optimal balance between established traditional approaches and the introduction of new digital components. However, a number of advantages of digital education identified by researchers raise further questions and concerns.
Purpose of the Study. The aim of this study is to conduct an expert comparison of different educational work formats during wartime digitalization by specialists in the field.
Methodology. Criteria for comparing educational and psychological work formats ‒ online and in-person ‒ were identified. These included: attitudes toward different work formats, range of possibilities, energy consumption, ability to ensure confidentiality, safety, comfort, and emotional connection with the client, student, or pupil in different formats. A total of 86 experts participated in the survey, which was conducted via an online form and group interviews. The experts included educational psychologists, lecturers, and teachers with varied professional profiles, media usage, media creativity, and media literacy levels. Survey data were analyzed using content analysis of open-ended responses and mathematical statistics, allowing for the identification of components of education and psychological support that cannot be digitized.
Results. Among the benefits of online formats, respondents noted: professional comfort, expansion of professional opportunities, and comfort for clients/students. In-person formats were rated more positively in terms of their potential to achieve better professional outcomes. Disadvantages of online work included technical difficulties, limited professional tools, and physical discomfort. The disadvantages of in-person work were far fewer; 20% of respondents reported none at all. The most important aspects of online work were seen as technical support, the comfort and safety of specialists, and the accessibility of services to recipients. Solving professional tasks was a lesser concern for respondents when working online. Notably, 12% of respondents did not see any advantages to online work. The online format lacks physical presence, tools and opportunities for varied work techniques, live communication, quality of contact, emotional exchange, and full engagement in the process.
Conclusions. Education and psychological support are not limited to information transfer but also involve emotional and physical components. Media mediation can diminish mutual understanding, the establishment of contact, and emotional recognition during educational or psychological sessions—factors that influence the effectiveness and outcomes of such work.
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