Cognitive Inefficiency of School Education in the Context of Digitalization

Abstract

The article is devoted to the problem of cognitive inefficiency of modern school education under the conditions of total digitalization. The purpose of the article is to show how digitalization makes school education inefficient. The tasks of the research are to indicate the existence of the problem of cognitive ineffi-ciency in learning; to identify the factors of such inefficiency; to assess the level of the prob-lem understanding by secondary school teachers; to find possible ways of improvement the cognitive effectiveness of learning at school. A focus group study was conducted to assess the extent to which secondary school teachers understood the problem and to find out their opinions on related issues. In total, 6 focus groups were held, each involving 5 respondents. The respondents were secondary school teachers from Moscow and the Moscow Region. The study demonstrated that teachers confirm the problem of cognitive inefficiency of modern school education in the aspects of learning memory and learning attention under the conditions of digitalization, they understand that the existence of the problem and its importance. As a result of the study, possible ways to increase the cognitive effectiveness of the educational process are identified. These are regular systematic repetition, active use of the principle of enlarging the studied, the introduc-tion of intelligent systems for educational attention and stress control, special training of the cognitive sphere of schoolchildren, personification and personalization of learning by developing individual educational trajectories and implementing methods for adapting educational content, etc. The significance of the work is determined by low efficiency of the modern school educa-tion, the obvious need to take into account and analyze the cognitive factors that affect its effectiveness and are associated with digitalization. The article describes the reasons for insuf-ficient levels of learning memory and attention in the existing system of secondary school education, the relationship of educational cognitive phenomena with digitalization, possible ways of positive changes, and assesses the degree of the problem research. The results of a focus group study showed that teachers understand the existence and relevance of the prob-lem, and the necessity to develop a comprehensive model of cognitive-effective learning in the context of digitalization.