Psychological challenges and prospects of the digitalization of education: an analytical review

Abstract

The digital transformation of education is accompanied by profound changes in the cognitive, emotional, communicative, and personal processes of the subjects within the educational environment, which necessitates systematic psychological analysis. The aim of the study is to systematize contemporary domestic and international research on the psychological effects of the digitalization of education and to develop an integrative model of psychological challenges. The work was conducted in the format of a systematic review. Publications from 2010–2024 indexed in Scopus, Web of Science, eLibrary, and the Republican Interuniversity Electronic Library were analyzed. The inclusion criteria comprised empirical and theoretical studies focused on the psychological aspects of the digitalization of education. The analysis made it possible to systematize fragmented empirical and theoretical data and to present them in the form of a comprehensive model of the psychological challenges of educational digitalization. The findings were structured into four main domains reflecting the key areas of mental activity of the subjects of the educational process and enabling a comprehensive assessment of the impact of the digital environment. The ambivalent nature of digital effects was substantiated. An integrative model was developed to reflect the systemic interaction of the identified domains. The theoretical significance of the study lies in the integration of fragmented empirical data into a unified analytical model. The practical significance is determined by the possibility of using the results to develop programs for the psychological support of digital reforms in the education system of Kazakhstan