Digital inequality, cognitive risks, and humanitarian strategies for modernizing lower secondary education

Abstract

Abstract: The article offers an analytical overview of the advantages and risks associated with the digital transformation of lower secondary education, with particular attention to its humanitarian dimension. It is emphasized that the introduction of digital tools goes far beyond upgrading technical resources or expanding opportunities for personalized learning. Digitalization reshapes the value foundations of education, influences patterns of interaction within the school environment, and affects the development of students’ cultural and social competencies. While digital technologies create new opportunities – including the enrichment of the humanitarian context, the strengthening of critical thinking, and the improvement of information-handling skills – they also generate a set of challenges. Among them are digital inequality, information overload, students’ emotional fatigue, greater exposure to manipulative content, and the gradual marginalization of humanities subjects in favour of STEM-oriented disciplines. Special attention is given to psychological and cognitive risks, which manifest themselves in declining motivation, superficial learning, and increased vulnerability to informational pressure. In the Ukrainian context, these risks are intensified by wartime conditions, where distance learning unfolds in an environment marked by instability, limited resources, and a high emotional burden on both students and teachers. The wartime experience also demonstrates how rapidly educational practices must adapt, revealing both the fragility and the resilience of the school system. These observations highlight the need for long-term strategies that can support learners not only academically but also emotionally. The article proposes a model for addressing the negative consequences of digitalization, grounded in a value-oriented perspective. This model combines thoughtful instructional design, the development of media literacy, the cultivation of critical thinking, the integration of social-emotional learning, and infrastructural measures that ensure equitable access to education. It is shown that such an approach helps align technological innovation with humanitarian priorities and contributes to the creation of a more resilient, psychologically safe, and culturally responsive educational environment.