The attitude of teachers to the opportunities and risks of spiritual and moral education in the context of digitalization

Abstract

The relevance of the research is due to the fact that the digitalization of the world educational system as a modern trend in the development of education requires serious reflection and solutions to a number of problems. The use of digital educational content, in addition to its obvious advantages, also contains a number of very likely risks. Including risks related to the spiritual and moral sphere of the individual. The purpose of our research is to study the attitude of teachers to the opportunities and risks of spiritual and moral education in the context of digitalization, as well as to find ways to minimize possible risks. The study involved teachers of the Chelyabinsk region who had advanced training in teaching the discipline "Fundamentals of religious cultures and secular ethics" (on the basis of the Institute of continuing and additional education of the South Ural state humanitarian and pedagogical University). The survey method was used in the study. As a result of the survey, it was revealed that the main effect of using digital technologies, according to teachers, is better memorization of visually perceived information (72% of students), a third of respondents note the possibility of taking into account the individual characteristics of students, and a quarter of respondents – an increase in creative potential. Achievement of subject-based learning outcomes is, in the opinion of teachers, the main effect of using digital content, the educational effect of digitalization is not noted by respondents. More than 80% of teachers see the risk of using digital technologies in reducing the time for live communication, more than 60% – in reducing the communicative activity of children, in reducing interest in printed sources of information. The conclusions are related to the need for further research of this problem in the following areas: analysis of educational opportunities of existing digital educational content of spiritual and moral orientation and determination of criteria for evaluating such content; selection and creation of effective methods of using digital technologies that ensure the formation of students ' experience of emotional and value attitude to spiritual, historical and cultural heritage, as well as the ability to apply the knowledge gained in various life situations; training of teachers who are competent in the field of spiritual and moral education.

Beragama Di Ruang Digital: Pergeseran Orientasi Dari Pemahaman Agama Ke Spirit Beragama

“…Kedua, pergeseran pola beragama akibat digitalisasi segala aspek kehidupan masyarakat (Chernichkin, 2021;Fedorova, 2020;Isetti et al, 2020). Ketiga, digitalisasi dimanfaatkan sebagai media pembelajaran dan pendidikan keagamaan (Jamil, 2021;Pabbajah et al, 2021;Shityakova et al, 2020;Viktoruk et al, 2020), bahkan media digital sebagai sarana penting yang kompetitif dalam dunia pendidikan (Rozanova, 2020). Dari kecenderungan studi belum banyak yang melihat bahwa digitalisasi agama menjadi ruang kontestasi antara pemahaman agama masyarakat dan semangat beragama.…”

Teachers 'and students' ideas about the existing advantages and possible risks of using digital products in the educational environment

“…Наши результаты по риску ухудшения процесса коммуникации подтверждается ранее проведенным исследованием Н. П. Шитяковой, И. В. Верховых, И. В. Забродиной в 2020 году, выполненном на выборке учителей Челябинской области, в котором отмечается, что педагоги «осознают риски введения цифровых технологий в школьную практику и связывают их с сокращением времени для живого общения и снижением коммуникативной активности детей» [26].…”

Religious Disorientation in the Digital Transformation: An Islamic Review

“…Secondly, digitizing people's lives leads to shifts in religious patterns [6][7][8]. Third, digitalization is used as a medium for learning and religious education [9][10][11][12], even digital media as an important competitive tool in the world of education [13]. Despite these trends, not many studies have explored how intensive digital transformation has resulted in the transformation of religion and the religious understanding of communities.…”