European International Journal of Multidisciplinary Research
and Management Studies
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TYPE
Original Research
PAGE NO.
42-45
DOI
OPEN ACCESS
SUBMITED
25 October 2024
ACCEPTED
19 December 2024
PUBLISHED
09 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Improving the System of
Spiritual and Moral
Education of Students in
The Digital Environment
Donayeva Nozimaxon Norbo’tayevna
Denov Institute of Entrepreneurship and Pedagogy, Uzbekistan
Abstract:
The relevance of the research is due to the
transformation digitalizationofeducation, and changes
in its common functions. The process of education
digitalizationhasnegative and positive features and
development
trends.
In
particular,
the
educationdigitalizationreduces the importance of
cultural and humanistic orientation of education, and its
potential inthefield of person’s spiritual and moral
education at the stage of primary general education.
Inthisregard, this article is aimed at identifying effective
pedagogical conditions for the primaryschoolchildren’s
spiritual and moral education in a digital educational
environment.
Keywords:
Digital educational environment, spiritual
and moral education, ethnic bigotry, gender balance,
ethnoculture.
Introduction:
One of the modern trends in the
education’s development worldwideisitsdigitalization.
The society’s development is closely attached to the
new technologies’ development,and the information
technologies’ (IT) introduction in the educational
process has becomeanintegral part of social
development, one of the sides of this process. At the
same time, activeeducation’s digitalization can have
negative consequences. These include: a decrease
inthelevelofstudents’ physical and mental health
(valeological aspect); rapid fatigue fromthe use of
ICTtools(screen flickering, etc.); dependence on ICT
when
choosing
information
search
methods;
lackofdirect contact between the teacher and the
student
(“live”
communication
between
the
teacherandthe student) which can damage the spiritual
and moral formation of the child’s personality. Also,the
disadvantages of the education’s digitalization that
negatively effect on the spiritual andmoralsphere’s
European International Journal of Multidisciplinary Research
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
development of the child’s personality include an
increase in the child’s emotion
aldiscomfort, a lack of
ability to resolve the simplest conflict, increasing
irritability,
aggression,consumption
orientation,
autism, hyperactivity, impatience, focus mainly on
short-
termgoals. Thedigitalization’s disadvantages in
the fields of professional and general education are
different.
Theschool
education’s
digitalization
disadvantages also include a decrease in the level of
student’ssocial skills, total control over the child and
his family, game addiction as a result of
thedigitaleducational envi
ronment’s gamification and
computer’s
and
internet’s
availability,
etc.(Molchanova, 2020). Digitalization is a new
approach to organization and development of a
person’slifeandprofessional space, a new social
situation
of
development.
Digitalization
in
educationisanewparadigm, which provides new
opportunities and forms of educational subject’s
communicationandinteraction; an effective means of
getting quality education. Digital technologies
allowyoutobuildindividual educational routes, make
the educational environment unified, unlimited,
accessible,allowing education in several directions at
once, combine study and work and other
activitiesandreceive information in accessible, fun,
playful game. Despite positive trends in the
development of education’s digit
alization, the
problemsofthedigital
educational
environment’s
organization and functioning are clearly identified.
Thus, theeducation’s digitalization in practice does not
always lead to high-quality educationfor subjects.For
example, the use of play-based methods DEE in
primary school, will certainlystimulatethecognitive
activity of primary school students, but distance
learning, which widelyimplementedtoday at the higher
school level often convince teachers of students’
negligent attitude toobtainingprofessional knowledge,
both in Russia and abroad.
In the process of education’s digitalization and
transformation, such tasks as theperson’sintellectual
development, communication culture’s development,
the development of criticalthinking and creative
abilities of the individual come to the fore. However, in
our
opinion,
suchanecessary
and
significant
component, such an education’s important task as the
spiritual andmoralformation of the person is
significantly lost. However, many of these technologies
have
their
drawbacks.
The
most
frequentlymentionedisthe absence or significant
reduction of face-to-face communication between the
teacherandstudents, between students and their
parents. For the professional education system, this
threatenswith the loss of value guidelines and
meanings, for primary school students, the threat
liesintheinhibition of the speech development, the
development
of
dyslexia
and
dysgraphiaandthesubsequent deficiencies in the
development of thinking and the personality as whole.
Of course, thisis not the entire spectrum of the listed
negative consequences of reducing the direct
communicationbetween the student and the mentor,
but the most striking and the general one. No less often,
inouropinion, gamification is mentioned, which on the
one
hand
motivates
and
stimulates
theprocessoflearning (and independent learning), the
process of developing creativity in the individual,
andonthe other hand
–
develops game addiction, leads
to “digital dementia”, reducedsocial skills,increased
nervousness, an
d does not protect against “unverified”
information on the Internet. So, forexample, viewing a
web page aimed at creating a value attitude to your
family (which, of course,helps the teacher to solve the
problems of spiritual, moral and patriotic educationof
youngerstudents, the problems of interaction between
school and family) leads us to one of the
resourcesfordesigning postcards, where we see pictures
and inscriptions that are not children’s content, but
dirty,vulgar, and unacceptable for use in the school
educational environment. At the same time,
ontheforum, the colleagues of the teacherdeveloper
approve
and
thank
him
for
creating
this
webquest,which indicates teamwork in its use. This is
evidenced by the protocol, whichreflectstheregistration
and teach
ers’ consent to be responsible for the
information offered to studentsfromtheWorld Wide
Web. The transition from an industrial society to an
information society, and as the result toaninformation
educational paradigm, entails a change in the way of life
an
d person’s valuesystem. AsMitrofanov notes, “the
role of cultural leisure in relation to material values”
increases (Mitrofanov,2007). The author writes that a
society
aimed
at
goods’
production
and
consumptionbecomesasociety aimed at the production
and consumption of intelligence and knowledge. At
thesametime,the person’s spiritual and moral sphere
impoverishment
can
lead
to
the
sad
consequencesofthetransition from the formation of
false needs to false ideals (Anokhin & Ilinskaya, 2015).
Thisleadsus to the logical question of how important are
the cultural and axiological education’s aspectsforus,
how important are the values of spiritual and moral
culture for a modern person? Thesevaluesare called
traditional. These include health, family, religion,
upbringing, love, friendship, freedom,education, work
and etc. The system of such values may well fit into the
circle of Orthodoxvalues,values of Russian world
(Ilinskaya, 2014). The same values are presented in the
legislativeandregulatory
documents,
regulating
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European International Journal of Multidisciplinary Research and Management Studies
relations in the field of the national educational
system. Thus,inthe Concept of spiritual and moral
development and education of Russian citizen’s
personality,Danilyuk, Kondakov and Tishkov (2009),
the
Federal
state
educational
standard
of
primarygeneraleducation (GEF) (2018) defines the
national educational ideal, orientation to the
systemofbasicvalues, “students’ spiritual and moral
development and education, providing for their
adoptionofmoral norms, moral attitudes, national
values”
(2018,
p.
10)
amon
g
which
are
patriotism,citizenship, family (love and loyalty, health,
respect for parents, care for older andyounger,
forprocreation), work and creativity, science,
traditional Russian religions, art and literature,
etc.(Danilyuk, Kondakov, & Tishkov, 2009). Thus, it
seems necessary to focus on the formulation of
primary school students’ spiritualandmoral education
problems in the digital age: - will it be right to talk today
about the problems of introducing primary school
studentstothespiritual and moral values of their
ancestors, historical roots, the values of the
Orthodoxcultureandthe Russian world (orthodox
values) or should they be recognized as inappropriate
tothetimeandraise the question of changing the value
system according to time and development
societyandtechnology (relative to generations)? - How
will we position the education’s digitalization as a
means of increasing its effectiveness,quality, or as the
ultimate goal of the society’s development and human
development, realizedthrough education? Today, in
Russian schools, the problems of children’s spiritual
and moral educationareresolved on the basis of the
Concept and the primary general education GEF
(Danilyuk, Kondakov,& Tishkov, 2009), therefore, on
the basis of traditional spiritual and moral values. We
seetheneedfor conscious and purposeful actions to
form
the
child's
personality,
rather
than
indulgingthenegative influences of the environment.
So, for example, if a child's high self-esteemis not
justified,then the adult’s task, the task of
the family
and school, is to form an adequate self-
esteeminhim,and not accept the existing realities, as
something inevitable and inappropriate change. If
achilddevelops a tendency to expect undeserved
benefits, social take
–
off, etc., then the taskof
homeandschool teachers is to teach him to work hard
and form an understanding that "Acat inglovescatches
no mice", "All in good time", "Diligence is the mother
of
success".
Therefore,
wethinkitisparticularly
important that adults understand the need to preserve
the experience of previousgenerations, the cultural
heritage of their people, and their identity, first of all,
innational,professional, and social terms, and only
after it
–
in digital terms (Ilinskaya, 2014;
Smolonskij,2014).We often strive to develop the child in
the
current
conditions,
accepting
without
resistancethenegative influences of the environment,
accepting negative consequences as a given,
asaconsequence of environment’s development, new
values as something unchangeable, alreadyhappened
and not subject to further change. However, the
personality’s development intheenvironment is a
process of the mutual influence of the environment and
the individual, whilequalitative changes occur both in
the individual and in the environment. Perhaps one of
thereasonsfor this assessment of the education’s
digitalization and modern trends in the development
ofthisprocess lies in the low level of primary school
teachers’ information literacy. Thedigitaltechnologies’
introduction requires overcoming the "digital divide"
that has formed duetothelackof professors’ and school
teachers’ competence. Often in the regions, we have a
veryunevenintermittent structure of general and
professional
education’s
digitalization:
we
implementbreakthrough projects, build innovative
digital schools and do not have time to
preparefutureteachers for the digital educational
environment’s
implementation
(DEE),
developitsqualitycontent and methodological support.
The solution to these problems lies in the rational
useoftheDEE as a means, rather than developing it as an
end in itself.
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