Formation of sustainable motivational attitudes in students in the context of digital overload

The modern educational environment is rapidly transforming under the influence of digital technologies, which leads not only to expanded access to knowledge, but also to the emergence of new risks, including the phenomenon of digital overload. Increasing volumes of information, constant multitasking, high density of online communication and the lack of clear boundaries between study and personal time create unfavorable conditions for the sustainable formation of educational motivation in students. The article considers theoretical and methodological approaches to the concept of motivational attitudes, analyzes the psychological and pedagogical consequences of digital overload and its impact on the motivational sphere of students. Particular attention is paid to factors that contribute to the formation of sustainable motivational attitudes, including the development of self-regulation, the formation of digital hygiene skills, conscious time management and cognitive load. Based on empirical data, practice-oriented recommendations for teachers are proposed aimed at supporting and strengthening the internal educational motivation of students in the context of the digital transformation of education. The work is interdisciplinary in nature and will be useful to specialists in the field of pedagogy, educational psychology and digital didactics.