Interactions of Educational Subjects in Digital Environments: Paradox Analysis (Based on Focus Groups)

Aim. To present and discuss the following paradox – despite a high level of technological optimism and the value of openness to change, teachers have a predominantly negative attitude towards the digitalization of education and are dissatisfied with the educational process that includes digital technologies.
Methodology. A discussion was organized using the focus group method, in which teachers of the Philosophy and Pedagogy departments of the Ural Federal University (n = 29) took part. Age – 24– 60 years. All participants have experience of interaction with the digital environment in pedagogical activity from 2 to 20 years. The focus group questions were devoted to the analysis of possible reasons for the indicated paradox.
Results. The reasons for the existing paradox were identified, expressed in the lack of culture of interaction in digital environments, high-quality resources of digital environments, high intensity of digitalization, and the conservatism of the educational process itself. Educators are cautious about delegating learning to the digital environment, believing that the transfer of cognitive operations (analysis, synthesis) and evaluation should not affect the developing potential of the educational process. A possible solution to the described paradox is the inclusion of representatives of participants in the educational process in the digital product development system, a thorough psychological and pedagogical examination of the digital educational environments being developed.
Research implications. The paradox is identified: despite a high level of techno-optimism and values of openness to change, teachers have a negative attitude toward the digitalization of education and are dissatisfied with the educational process that incorporates digital technologies. Possible causes of this contradiction are identified and structured, and the risks of delegating pedagogical functions to the digital environment are conceptualized. Further research vectors for this paradox are identified. Based on the research conducted, recommendations can be developed for modernizing the eco-psychological component of the digital educational environment.

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