Recieved: 08/30/2022
Accepted: 10/24/2022
Published: 12/30/2022
Keywords: psychological safety; psychological safety risks to a person; digital educational technologies; vocational training; students
p.: 132–143
DOI: 10.11621/npj.2022.0412
Available online: 30.12.2022
Tatiana Khudiakova, Lyudmila N. Gridyaeva, Julia V. Klepach, Violetta R. Petrosyants. Risks for the psychological security of personality in the context of digital educational technologies introduced into vocational training. // National Psychological Journal 2022. 4. p.132–143. doi: 10.11621/npj.2022.0412
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Objective. The study aims to analyze the risks to the psychological security of the individual in the context of digital educational technologies applied in vocational training.
Sample. The materials were obtained on a sample of students of higher educational settings in Voronezh. The study involved 2237 females (84.6%), 406 (15.4%) males. The average age of students was 20.21±3.70 years. The total sample size was 2643 subjects.
Methods. The empirical study was carried out with psychodiagnostic methods. Those included the “Psychological safety of the educational environment in school” by I.A. Bayeva (a modified version for higher education) and a questionnaire for express diagnostics of risks and threats to the psychological safety in educational environment while introducing digital educational technologies as developed by a research team led by T.L. Khudyakova.
Results. It is established that students note a high level of psychological security both in the absence of active introduction of digital technologies into the educational process, and in its presence. The risks to psychological safety of students at the stage of vocational training in the context of digital education introduction include a decrease in the level of reference of the environment for students and satisfaction with the main characteristics of interaction, personal risks and health risks (physical and psychological). Psychological security of students’ personality in professional education is characterized by a decrease in all its parameters when digital educational technologies are being introduced.
Conclusion. The key features of the psychological security of students’ personality during vocational training in the conditions digital educational technologies are shown. Implementation of these technologies has a significant impact on students’ assessment of risks and threats in the educational environment. Significantly lower indicators of psychological security in students’ personality have been established during the introduction of digital educational technologies.
Practical application of the results. The results of the study can be used in practice of organizing psychological and pedagogical support to maintain psychological safety of students obtaining professional education in the context of the spread of digital educational technologies.
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Tatiana Khudiakova, Lyudmila N. Gridyaeva, Julia V. Klepach, Violetta R. Petrosyants. Risks for the psychological security of personality in the context of digital educational technologies introduced into vocational training. // National Psychological Journal 2022. 4. p.132–143. doi: 10.11621/npj.2022.0412
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