Russian Education Facing the Digital Challenge

Abstract

The article deals with the consequences of overall transfer to the implementation of educational programs with the application of e-learning and remote educational technologies in the conditions of the world coronavirus pandemic. The first advantages and disadvantages of such learning, that the school and the higher educational pedagogical society had to face, are analyzed. It is noted that there are objective difficulties, rather difficult to be overcame by the pedagogues in the existing situation, e.g., absence of technical means both in pedagogues and students, lack of skill to use digital tools, etc., which requires the search for new educational formats, means, and methods from the pedagogical society. In addition, the authors of this paper represented the position of the federal authorities and their recommendations on transfer to e-learning. The authors come to the conclusion that remote education technologies cannot be the only prerequisite of its quality formation.

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

“…From the several challenges that emerge from the implementation of digital education, one of the most referred to is the likely work overload of both students and teachers [88,193].…”

“…Moreover, the time spent in front of the screen may impair the individuals' health, causing the so-called Zoom fatigue [88], that is, the excessive amount of time spent on video calls and its effects on the human brain. Furthermore, face-to-face communication has very different features from those of online communication.…”

“…This is how Coeckelbergh [210] begins his fruitful commentary on the influence of the COVID-19 pandemic on social life. COVID-19 has changed the regular livelihoods of the population, as well as changing the field of education [88,211].…”

“…How to foster quality digital education in a digital society? A basic idea is the need to shape, in a digital environment, communication between all participants that is not limited to the sheer transmission of information from the teacher to the student [94], and for which human-to-human empathy, in this digital medium, is pivotal [88].…”

“…While being critical, it is not enough to invest in technological structures to succeed in addressing this digital challenge of the learning and development of these (specific and transversal) competences [88]. Digital literacy is paramount in this process [6,85].…”