Keywords
digital educational environment
cognitive warfare
media trauma
secondary traumatization
How to Cite
Abstract
The paper substantiates the theoretical foundations of trauma-informed education in a digital educational environment under the conditions of cognitive-information influences. The relevance stems from the fact that under conditions of prolonged military and information pressure, digital platforms that ensure the continuity of the educational process simultaneously become channels for the dissemination of emotionally charged, shocking, and traumatic content. Under such circumstances, the digital educational environment acquires the characteristics not only of a technical infrastructure for learning but also of a sociotechnical space where didactic opportunities, information threats, and psycho-emotional risks for both students and educators converge. The purpose of the paper is to substantiate the theoretical foundations of trauma-informed education in a digital educational environment during hybrid warfare by systematizing the conceptual field of the study, analysing the interconnections between war, media, and information technologies. The study is theoretical and analytical in nature, based on conceptual, comparative-analytical, systems analysis, systematization of scientific findings, and theoretical modelling. The study differentiates between war as a general reality and a source of direct traumatic experience, cognitive warfare as a targeted impact on perception, emotional responses, trust, and behaviour, and media-induced traumatization as a broader psycho-emotional phenomenon. The digital educational environment is characterized as a sociotechnical space combining didactic resources, information influences, and psycho-emotional risks. War, media, and information technologies form a shared field of influence that alters the conditions of the educational process and necessitates a trauma-informed approach. The theoretical framework of trauma-informed education is multi-component and includes trauma-sensitive, psycho-emotional safety, information-hygiene, digital-resilience, ethical-communicative, and adaptive-pedagogical components. Based on the findings, the general guidelines for adapting pedagogical practice to the conditions of intensive media influence, algorithmically reinforced content pressure, and psycho-emotional tension are outlined. Trauma-informed education in a digital educational environment serves as a promising theoretical and practical basis for reimagining pedagogical interaction under the conditions of cognitive-information influences.
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