The digital educational environment as a factor of humanitarian personal development

Introduction. The article examines the essence and structure of the digital educational environment, presents its components, principles of functioning and organization, as well as differences from the traditional educational environment. The concept of humanitarian personal development includes philosophical and pedagogical foundations of the humanities’ approach; key characteristics of humanitarian development; the interconnection of humanities and technological components of education; opportunities for personalized learning provided by adaptive educational trajectories and consideration of individual characteristics and needs of learners, development of independence and responsibility for one’s own learning. It has been established that expanding access to humanities knowledge is implemented through electronic libraries and databases; virtual museums and cultural platforms; online courses in humanities disciplines. Interactivity and multimedia in humanities education is ensured by visualization of humanities knowledge; interactive simulations of historical events; multimedia projects as forms of creative self-expression for education participants. Purpose setting. The research aims to answer the question of why, despite the active implementation of digital technologies in education, it remains unclear how the digital educational environment can become an effective factor in humanitarian personal development. The paths for overcoming the existing danger that the technologization of education may lead to the loss of its humanistic orientation, reduction of the role of creative and critical thinking, and weakening of emotional and spiritual components of personal development are noted. The purpose of the article is to theoretically substantiate and practically reveal the potential of the digital educational environment as a factor of humanitarian personal development, as well as to determine the conditions and mechanisms for realizing this potential. The relevance of this research is due to several factors. Firstly, the intensive development of digital technologies requires rethinking the role and place of humanities knowledge in the modern educational space. Secondly, there is a contradiction between the technological capabilities of the digital educational environment and the need to form a holistic, harmoniously developed personality. Thirdly, the mechanisms of using digital technologies to achieve humanitarian goals of education are insufficiently studied, which creates a risk of technocratization of the educational process. Research Methodology and methods of the study. Methods of scientific literature review, comparative analysis of educational practices, modeling of the academic process, and a systematic approach allowing consideration of the digital educational environment as a holistic phenomenon were used, along with the humanistic paradigm of education oriented toward personal development, and the activity approach emphasizing the active role of the learner in the educational process. Results. 1. The theoretical foundations of the functioning of the digital educational environment and the concept of humanitarian personal development were analyzed. 2. The possibilities and potential of the digital educational environment for humanitarian development were identified. 3. Mechanisms and pedagogical conditions for the effective use of digital technologies in humanitarian education were determined. 4. Problems and risks associated with the digitalization of humanities education were revealed. 5. Practical recommendations for creating a humanitarianly-oriented digital educational environment were developed. Conclusion. The digital educational environment should be understood as an integrated system of digital technologies, electronic resources, online platforms and tools that ensure the organization, support and development of the educational process. This is not simply a combination of technical means, but a comprehensive educational ecosystem including content, technological and social components. Humanitarian personal development is considered as a multifaceted process of forming a person as a subject of culture, capable of creative thinking, value self-determination, empathy and dialogue. This development involves the formation of critical thinking, aesthetic perception, ethical representations, communicative competencies and the ability for self-reflection. Humanitarian development is directed toward the formation of a holistic personality who understands their place in the world, capable of meaningful choice and responsible action.

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