Hygienic problems of using modern information and communication technologies and means of providing them in the digital educational environment

Abstract

Introduction. The active use of modern digital technologies and means of their support in the educational process in Russian schools, in the absence of effective medical and preventive maintenance over changes in the general education system in the context of its digital transformation, contributes to the formation of health risks for students. The purpose of the study. hygienic assessment of the digital educational environment of Russian schools in the context of the use of modern digital technologies and means of supporting them. Materials and methods. The object of the study is the federal statistical observation forms of the Ministry of Education of the Russian Federation No. OO-1 and No. OO-2 for the 2022–2023 academic year. There was conducted a hygienic assessment of indicators characterizing the development of digital educational environment (DEE) in Russian schools, to identify the main risk factors for the health of students in the context of digitalization of school environment. Results. The DEE of Russian schools is characterized by the provision of personal computers (PCs), while the share of stationary PCs is 31.9%, laptops and tablets – 68.1%. 94.8% of schools are connected to the wired Internet, 48.4% and 29.9% of schools are connected to the wireless and mobile Internet, respectively. The average number of computer science classrooms is 0.9 classrooms per 1 school. In educational institutions, 61.5% of classrooms are equipped with multimedia projectors, 35.8% with interactive whiteboards and panels. There is an increase in the availability of information equipment for the entire school space (recreation, library, etc.). New digital platforms are actively developing (“IT cube”, children’s technoparks “Quantorium”, and centers “Point of Growth”), which in quantitative terms are comparable to the number of educational institutions and are outside of the zone of medical and preventive provision. Limitations. The study is limited to a sample of indicators characterizing the state of DEE at the stage of general education, which does not allow extrapolating the data obtained to secondary vocational and higher education. Conclusion. The data obtained actualize the need to modernize the architectural and planning solutions of school buildings and improve scientifically based medical and preventive support for the digital transformation of education.