A resounding question from the world of education remains; who truly benefits from digitalization in education and does it why matter? Digital transformation brings about fundamental changes to the educational methodological base, ensuring access to a wide array of information in various forms, but often the potential drawbacks are not properly addressed. This can include weakened reasoning skills and shallow learning due to excessive reliance on visualized information. The Impact of Digitalization in a Changing Educational Environment showcases how digital transformation can lead to a high-quality restructuring of the entire educational system, while navigating potential pitfalls. Addressing the psychological and pedagogical aspects, the book emphasizes that the successful development of digital learning environments hinges on not only advanced technical resources but also competent support and supervision of educational process participants.

The reader will find a wealth of relevant, practical methods, and approaches that positively impact the educational process's participants. The book showcases applied research cases modifying various aspects of national-level educational systems, including the implementation of a nationwide hot meals program in schools. It examines special educational needs, the quality of education, and prevention of deviant behavior among teenagers, all while offering insights into cross-cultural communication and approaches.

Focusing on the impact of digitalization and digital transformation, this book brings to light the latest teaching methodologies, providing practical advice for managing the changes induced by digitalization in educational institutions. The findings presented are rooted in current practices developed by leading scholars, offering actionable recommendations for improving the lives of children, families, parents, and educators in this evolving educational landscape.

Intended for a diverse readership, including policymakers, academics, educators, researchers, parents, school administrators, and the learning industry, this book also serves as an invaluable resource for further and continuing education lecturers. Its extensive coverage includes various fields like digital transformation, educational management, quality assessment, cross-cultural studies, distant learning, continuous professional development, and more.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Cross-Cultural Communication
Digital Didactics
Digital Transformation
Education Management
Health-Saving Technologies
ICT Usage at Schools
Inclusion of ICT in Schools
Nationwide Catering Organization
Organizing Feedback Mechanisms
Personnel Reserve Formation
Quality of Education
Regional Regulations
Secondary and Higher Education
Special Educational Needs and Digitalization
Subjective Well-Being

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Editor/Author Biographies

Anna Arinushkina is a doctor of Pedagogical Sciences, Leading Scientific Associate of the Training and Research Laboratory for the Development of Gender Education in the Faculty of Educational Studies of the Lomonosov Moscow State University; Deputy editor-in-chief of “Lomonosov Pedagogical Education Journal” (MSU Publishing House), Editor-in-Chief of the journal “Pedagogy and Education”; a member of the editorial boards of journals “Modern Education,” “Education Management,” and “Pedagogical Informatics.” Her scientific interests include management in general education system, ungraded educational organizations, quality of education, and monitoring research in education and big data.

Alexander Morozov is a doctor of Pedagogical Sciences, Professor, Psychologist of the highest category, Academician (full member) of the International Academy of Psychological Sciences, Head of the Department of Personal Social and Psychological Security of the Moscow Social Pedagogical Institute. Member of the editorial board of the scientific journals “Psychology and Pedagogics in Official Activity”, “Bulletin of the Tver State Technical University”, “Global Economy and Education”, “Kazan Bulletin of Young Scientists”, “Education and Law”, “Law and Modern States”, and “Healthcare, Education and Security”. Expert of the Committee for Professional Qualifications in Higher Education of the Council for Professional Qualifications in Education of the Russian Federation, Expert of the Commission for Developing and Updating Professional Standards and Qualification Requirements of the Professional Qualifications Board in Education of the Russian Federation. Expert in educational projects of Autonomous Non-Profit Organization of Additional Professional Education “Center for the development of interpersonal communications – educational programs.” Chairman of the Governing Board of S.V. Grishin School No. 538.

Irena Robert is an Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Head of the Laboratory of Informatics and Informatization of Education of the Institute for Strategy of Education Development, Chairman of the Dissertation Council of the scientific specialty “Theory and Methodology of Training and Education (Informatics, Informatization of education) (Pedagogical Sciences). Irena V. Robert is the founder and head of the Scientific School “Informatization of Education.” Under her leadership, the research school team carried out international scientific research with the Institute of Education of the University of London (UK) and the Monash University in Melbourne (Australia); training in informatization of general secondary, vocational, and supplementary education was conducted jointly with the Catholic University of Puebla (Mexico). Her scientific interests include research and teaching activities in the field of pedagogical research methodology; theory and methodology of teaching informatics and informatization of education; application of information and communication technologies in general secondary, professional pedagogical, technical, and humanitarian education. She is the author of more than 400 scientific publications. Under her supervision, 23 doctors of pedagogical sciences and more than 40 candidates of pedagogical sciences defended their theses and received scientific degrees by the Higher Attestation Commission of the Ministry of Science and Higher Education of the Russian Federation.

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