RUSSIAN AND INTERNATIONAL STUDIES ON STUDENTS' ATTITUDES TO DIGITAL EDUCATIONAL TECHNOLOGIES BEFORE AND DURING THE COVID-19 PANDEMIC

Abstract

The COVID-19 pandemic has accelerated the inevitable processes of digitalization of education, in practice has shown the "pros" and "cons" of using digital educational technologies, and has sharpened many issues related to the introduction of digital technologies in the educational process. In this regard, numerous Russian and international studies of the last three years have been devoted to various psychological aspects of the problem of digitalization of education, including the perception and attitude towards digital technologies among participants in the educational process. One of the relevant areas of such research is the analysis of the change in attitudes towards digital educational technologies before and after the start of the pandemic as the transition to distance learning forms, which allows us to identify factors that hinder or contribute to the optimal digitalization of the educational process. The article provides a brief overview of Russian and international research on students' attitudes towards digital educational technologies, conducted before and after the start of the pandemic. The purpose of the review is to identify and compare trends in changing attitudes towards the use of digital technologies in education among university students from different countries and at different stages of the COVID-19 pandemic. As a result, it was found that the attitudes of students to the use of digital technologies in education before the start of the pandemic differed significantly in different countries, which is most likely due to the different level of digitalization of higher education and the technological equipment of universities during this period. Significant changes in attitudes towards digital educational technologies at the very beginning of the pandemic and their relative stabilization in the future among Russian students are shown. It was revealed that the advantages and disadvantages of digital educational technologies, listed by Russian students and students from other countries, generally coincide. The scientific novelty of the theoretical study lies in the fact that the results obtained are focused on identifying trends in changing attitudes towards the use of digital technologies in education during the pandemic and as university students from different countries, including Russia, move to distance learning. The obtained data can be used in the development of practical recommendations for psychologists and university teachers to improve the efficiency of digital technologies in the educational process.