DIGITAL ADDICTION AND SCHOOLCHILDREN: WHERE IS THE BOUNDARY BETWEEN LEARNING AND MENTAL DESTRUCTION

In the context of rapid digitalization of education, the problem of digital dependence of schoolchildren is becoming one of the most acute pedagogical and socio-psychological topics of our time. On the one hand, digital technologies create unique opportunities for individualization of learning, expansion of educational resources, increase in motivation and involvement of students. On the other hand, it is their excessive and unlimited use that leads to the formation of cognitive and emotional distortions, development of clip thinking, decrease in the ability to critically analyze information and in-depth learning. The article reveals the contradiction between the need for digitalization of the educational process and the threat of the destructive impact of technology on the psyche of students. Digital addiction not only as a psychological, but also as a pedagogical problem, since it directly affects the quality of knowledge acquisition, the nature of interaction between teacher and student, as well as the formation of school culture as a whole. Particular attention is paid to the analysis of modern research, as well as empirical observations from school practice, showing that digital addiction manifests itself in the replacement of educational activity with digital pseudo-employment, weakening motivation for offline forms of education and increasing emotional instability among schoolchildren. The scientific novelty of the work lies in substantiating the concept of the "digital divide within a school" and formulating criteria for distinguishing between the productive and destructive use of digital technologies in education. As a practical result, the article proposes a set of pedagogical measures aimed at forming digital hygiene of students and developing resistance to the negative effects of digitalization.