Psychosocial deprivation as a problem of subjectivity of the pandemials: Socio-psychological and pedagogical problems of digital education

Introduction. Researchers around the world note that in modern education, the normal operation of educational institutions and, moreover, academic performance, due to the 2020–2022 education crisis remains out of reach for many students, their teachers, as well as their parents. An entire generation of «pandemials», minors and young «children of the lockdown» lives with the scarring of deprivation and distress received during the lockdown period. This generation, thanks to the «experiment» carried out on them, the main process of which was psychosocial deprivation, found itself facing the threats of desubjectivizing: failure and flunking, lack of education and unemployment, crime and impoverishment, exploitation and violence, accumulation of losses. At the same time, almost none of those who conducted the «experiment,» contrary to declarations, are going to compensate by returning lost opportunities, but intend to continue, introducing and legitimizing the so-called «distance learning».
Purpose setting. The purpose of the study is to understand the phenomenological analysis of pedagogical and socio-psychological problems of digital education and phenomenon of psychosocial deprivation of modern schoolchildren and students in the situation of the macrosocial crisis (lockdown) of 2020–2022 as a process associated with a interruption of the formation and development of students’ subjectivity.
Methodology and methods of the study. The research method is a phenomenological analysis of the psychosocial deprivation of modern schoolchildren and students in a situation of a macrosocial crisis (lockdown) as the leading problem of modern education in Russia and the world related to interruption of the formation and development of students’ subjectivity. Results. Psychosocial deprivation experienced by «children of lockdown» is a systemic, long-term and multidimensional limitation / deprivation of a developing / maturing person of the opportunity to satisfy educational and other psychosocial needs. Thanks to the lockdown and other events of 2020–2022, schools and universities faced previously unknown mental health problems (their own and those around them), were forced to deal with them and the following problems in the form of increased violence and other forms of deviant behavior, diseases and injuries, problems of desubjectivizing (asubjectivity). There has been and continues to be a growing number of negative coping strategies, including child labor and early/unequal marriages, prostitution and early motherhood, replenishment of gangs by children, teenagers, youths, etc.
Conclusion. The lockdown has become a new phenomenon for many communities and their members, for modern science and art, and has given rise to numerous discussions about the psychosocial and moral and legal status of the measures proposed by WHO and implemented by the states to combat the «pandemic» declared by WHO. Lockdown children became victims of more or less total and long-term psychological, or rather psychosocial, deprivation – they were limited in their ability to fully interact with other members of the community, including teachers and other students, they were closed within the framework of the family and home. The study of the features and consequences of deprivation of lockdown children is the most important area of modern education research, which will not only outline individual steps and technologies for helping children, but also formulate the necessary measures to protect education as a sphere of cultural reproduction, support for human development, care of older generations for the younger ones in general.

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