Digital technologies for science: the view of the "scientifically employed" youth of Lipetsk

The digitalization of science, which is transforming the entire field of research, remains poorly understood in the context of the perception of young scientists, especially in the regions of Russia. The article discusses the concept of digitalization and provides examples of the digital environment. This study is aimed at considering the factors of the attitude of young researchers in Lipetsk to the digitalization of science, using an interdisciplinary approach and factor analysis. The empirical basis was a survey of 51 respondents aged 18-39 years engaged in scientific activities in educational and research institutions in Lipetsk, while maintaining gender balance (26 women, 25 men). The methodology included a systematic review of the literature, decomposition of the concept of "digital technologies" into specific variables, as well as quantitative data analysis (Likert scale 1-5) using the principal component method and quartimax rotation in the SPSS program. The results revealed five key factors. Respondents attach the greatest importance to the instrumental and pragmatic aspects of digitalization: improving the effectiveness of research (average ratings 4.6-4.7) and access to specialized resources – online libraries, databases, applications (factor 3, ratings 4.5-4.7). At the same time, communication and educational opportunities (factor 2) - online courses, search for experts, like–minded people, participation in communities - received low ratings (2.5–3.2), which indicates their lack of demand. Infrastructural security (factor 4) is considered critically important (estimate 4.7), while the risks of digitalization (factor 5) – a reduction in the creative component, dependence on equipment – are perceived as insignificant (<2.9). The study demonstrates that for young researchers in Lipetsk, the digitalization of science is primarily associated with process optimization and access to highly specialized tools, rather than with the transformation of scientific communication or education. The results complement the methodology for studying digital transformation in a regional context, but are limited by the specifics of one region.