Included cognition in the conditions of digitalization of society

The problem of changing the ways of human interaction with the outside world is raised in the context of the widespread and deep penetration of digital technologies into life, which requires a high level of adaptation to changes. Taking into account the role of the institution of education in adaptation processes, the concept of included cognition and its relationship with the environment when using modern educational technologies is considered. Various approaches to the definition of cognition and cognitive activity are given, the origins of the concept of “included cognition” are highlighted, the concept of “motivated included cognition of a student” is highlighted. Some results of foreign empirical studies are analyzed: on the integration of modern digital devices into ideas about one’s own body and the associated proprioceptive shift, on the impact of smartphones on information memorization. It has been suggested that further studies of included cognition are relevant and necessary for a better understanding of the processes and methods of assimilation of information, they will allow developing recommendations for improving the efficiency of information assimilation.