DOI: 
http://dx.doi.org/10.15293/1813-4718.2602.03
UDC: 
378.147: 004.584+004.588+4.853
Gromova Olga
Кандидат юридических наук, Head of the Department of Law Branches, St. Petersburg University of Humanities and Social Sciences, Saint Petersburg University of the Humanities and Social Sciences, oritus@yandex.ru, St. Petersburg
Ryzhova Natalya I.
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Leading Research Fellow, Research of Modern Directions of Education Development Laboratory, Federal State University of Education, sd.karakozov@mpgu.su, Moscow
Samokhvalova Evgeniia А.
Senior Lecturer, Department of Applied Informatics in Education, Institute of Mathematics and Informatics, ea.samokhvalo-va@mpgu.su, Moscow
Fedotenko Mariia
Кандидат педагогических наук, Associate Professor, Moscow Pedagogical State University, ma.fedotenko@mpgu.su, Moscow

Prevention of the Negative Aspects of Mobile Learning and Students’ Digital Victimization: Relevance and Prospects

Abstract: 
In the context of digital transformation of Russian education, the problem of preventing negative impacts of educational means and technologies, particularly mobile learning, which occupies a central place in educational processes in both schools and universities, becomes increasingly relevant. The purpose of this article is to present to the academic and pedagogical community the results of a systematic analysis and substantiation of the structural and content characteristics of a teacher’s victimological activities aimed at neutralizing negative aspects of mobile learning and fostering digital resilience among learners. Based on the integration of classical approaches of Russian social pedagogy and foreign concepts of Digital Resilience, the article describes the specific features of victimogenicity in mobile environments. The authors identified key clusters of risks: socio-communicative deviations (cyberbullying), psycho-technological dependencies (nomophobia), and cognitive-informational dysfunctions (split attention effect, clip thinking). The article traces the transformation of traditional victimhood into cybervictimhood, defined as an integrative personality trait that increases the probability of negative impact from ICT. The conclusion suggests that the effectiveness of countering digital threats directly depends on the development of comprehensive victimological competence and digital maturity of the teacher. The developed provisions can be used in teacher preparation and professional development systems to enhance their skills in ensuring information and cognitive security of learners in mobile learning environments.
Keywords: 
digital transformation of education; digital resilience; mobile learning; gadgets; mobile applications; prevention of negative aspects of mobile learning; digital victimization; cyber victimization; pedagogical victimology; victimological competence
References: 

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