The idea of higher education risks in the context of digitalization

The modern world is characterized by a variety of digital transformations. Digitalization is one of the challenges of the time, and the outlines of the digital world, which has a multi-vector direction of change and is largely predetermined by technology and technology, are becoming more and more tangible. A multidisciplinary and multifunctional “digital” landscape of the educational process, its structures and institutions is being formed. Researchers study the “invasion” of digitalization into the educational process from various positions. The emergence of digital education in the 21st century as an existing reality and a latent category in scientific knowledge determines the relevance of the problem of understanding its place in the formation of a specialist. Publications on this topic reveal both positive and negative aspects and assessments of digitalization, which often leads to either admiration or indignation towards it. The authors of the article see this process as a natural result of the expansion of human activity. Three methodological messages of researchers are proposed when assessing the role of digital technology and technology in higher education (taking into account the design of the idea of the risk of digitalization of education): pessimistic, optimistic and synthetic. The material for the study is domestic and foreign scientific publications on digitalization in higher education. Digital technology and technology are becoming full-fledged, and sometimes leading participants in the organization of the activities of the higher education system. There is a need not only to create, develop and understand the technical infrastructure of the educational process in terms of the availability of digital services and products, but also to form a digital culture of its entire organization. Most often, digital education is understood as the use of information and communication technology in various educational contexts - training, infrastructure, organization and management, but the concept is much broader in its content and includes many aspects. Information and communication technology has provided participants in the educational process with the opportunity to work with unlimited information resources, creating opportunities for learning at any point in space and time. New, previously unknown formats for organizing educational activities have appeared, which are becoming visually presented. The plot of the idea of the risk of digital education is formulated on the basis of the availability of the media and communication themselves, their technical characteristics and the level of proficiency in certain knowledge, skills and abilities in working with them. The idea of risk captures a significant pool of threats, including the “digital man”, poverty of communication, a new panorama of social interactions and values, etc. Nevertheless, the existence of a person in the modern world is determined not only by the level of his digital competence, but also by the ability to deeply comprehend the incoming avalanche-like flow of information, to demonstrate his own thoughts. In addition, a person must have the skills of social action and interaction. The extremely broad digitalization of society has provoked the emergence of the phenomenon of the idea of the risk of digital education in the public consciousness. In theoretical terms, it is a research object, in practice - a search for ways to reduce the level of uncertainty of its results.