Modern Approaches to Defining the Concept of "Digital Culture" in Future Bachelors During the Period of Martial Law

Abstract

The article is devoted to the theoretical and methodological substantiation and comprehensive disclosure of the conceptual foundations of forming the digital culture of higher education applicants (future bachelors) under the legal regime of martial law and the large-scale digitalization of modern society.

The purpose of the study is to analyze the regulatory and legal framework, carry out a comparative analysis of related scientific definitions, substantiate the component structure of students' digital culture, as well as identify tools for monitoring the digital development of modern educational institutions to ensure the continuity and safety of the educational process in crisis conditions. A complex of interconnected scientific methods was applied in the research: theoretical analysis, comparison, generalization, and systematization of the provisions of the current regulatory and legal framework and international standards to outline the legal field of the study; conceptual-categorical analysis to differentiate the definitions of "media culture" and "digital culture"; the method of structural-component analysis to detail the architecture of future bachelors' digital culture; analysis and synthesis to substantiate new pedagogical roles in the electronic environment.

Results. The objective trend of a gradual shift in scientific and pedagogical discourse from traditional categories of "media culture" and "media competence" to more integrative definitions of "digital culture" and "digital competence" has been analyzed. It has been established that this transition is determined by the challenges of wartime and the forced mass transition of higher education institutions to distance and blended learning models. The change in the professional profile of a modern educator has been substantiated: the transition of their role from a traditional transmitter of knowledge to an online platform coordinator, virtual classroom moderator, and facilitator of digital interaction has been proven. The key structural components of a future bachelor's digital culture have been identified and detailed, combining cognitive-critical (digital literacy), activity-technological (practical skills and cyber hygiene), value-ethical (academic integrity, netiquette), and psychological-adaptive (resilience to informational stress) aspects. Practical tools for monitoring the digital development of educational institutions have been proposed, which allow optimizing the management of the electronic educational environment.

Conclusions. The formation of future bachelors' digital culture is a fundamental basis for creating a safe, inclusive, and resilient educational space in the face of geopolitical challenges. The effectiveness of this process directly depends on the adaptability of higher education institution management tools to dynamic changes in the field of ICT and the capacity to counteract information manipulation during the war. Prospects for further scientific research lie in the development and implementation of didactic models for the development of digital culture in students of various fields of study, as well as in the creation of specific criteria for assessing the levels of digital maturity of the teaching staff. The practical significance of the obtained results lies in the possibility of their direct implementation into the educational process of higher education institutions in order to improve the quality of training competitive specialists who are able to function effectively and safely in a globalized digital space.