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Formation of a Culture of Social Digital Responsibility in the Context of Educational Inclusion
Hutareva Y. V., Didenko I. S., Libenko Y. S.

Hutareva, Yuliia V., Didenko, Inna S., and Libenko, Yuliia S. (2021) “Formation of a Culture of Social Digital Responsibility in the Context of Educational Inclusion.” Business Inform 6:84–89.
https://doi.org/10.32983/2222-4459-2021-6-84-89

Section: Education and Science

UDC 378.018

Abstract:
The article is aimed at describing the formation of a culture of social digital responsibility, taking into account educational inclusion. Statistics and studies on the quantity and quality of personal time spent by the population of the planet on the Internet are analyzed. Analyzing and systematizing the work of various NGOs, scientists and specialists, digital citizenship rules are formed; the issues of digital responsibility, the formation of culture, inclusion in education are considered. In addition, the features that should be taken into account during inclusion in education are defined. The types of personality temperament are also considered; the relationship between the types of tasks for students and the peculiarities of their temperament, world perception and preferences is determined. The means, rules and principles of the culture of social digital responsibility and digital instruments that should be used in educational institutions in conditions of inclusion have been formed, because they help in attracting as many students as possible to the learning process and in easier assimilation of information. It is determined that the modern culture of social digital responsibility in the context of educational inclusion should contain not only the rules of conduct during communication or the use of the world wide web and the means of involving all students in the educational process, but also the basic principles of activity. The main problems of formation of a culture of social digital responsibility in the context of educational inclusion are also specified. The problem of forming a culture of social digital responsibility in the context of educational inclusion contains two components: the problem of digital behavior culture (students/teachers), and the problem of digital learning. The latter outlines the need to create conditions for the conscious perception of educational information by students/pupils, to attract their maximum number to the educational process through the use of effective digital instruments, the development of the authors’ own educational methodological approaches for any form of education (remote/full-time)

Keywords: inclusion, digital responsibility, digital citizenship, culture, social responsibility, digitalization, digital instruments, digital communication, educational inclusion.

Bibl.: 16.

Hutareva Yuliia V. – Candidate of Sciences (Economics), Associate Professor, Associate Professor, Department of International Management and Innovation, Odesa Polytechnic National University (1 Shevchenko Ave., Odesa, 65044, Ukraine)
Email: [email protected]
Didenko Inna S. – Postgraduate Student, Department of International Management and Innovation, Odesa Polytechnic National University (1 Shevchenko Ave., Odesa, 65044, Ukraine)
Email: [email protected]
Libenko Yuliia S. – Masters Student, Odesa Polytechnic National University (1 Shevchenko Ave., Odesa, 65044, Ukraine)
Email: [email protected]

List of references in article

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“Hlobalne selo“ [Global Village]. Wikipedia. https://uk.wikipedia.org/wiki/-Глобальне_село
Zook, Ch. “What Is Digital Citizenship & How Do You Teach It? (2019)“. https://www.aeseducation.com/blog/what-is-digital-citizenship
“TeachThought Staff: 9 Rules For Digital Citizenship (2020)“. https://www.teachthought.com/the-future-of-learning/9-rules-digital-citizenship/
“What is digital responsibility?“ Advenica. 2021. https://advenica.com/en/digital-responsibility
“Digital culture“. https://www.diggitmagazine.com/wiki/digital-culture
“Inkliuziia v osviti“ [Inclusion in Education]. Resursnyi tsentr pidtrymky inkliuzyvnoi osvity. http://rcpio.ippo.kubg.edu.ua/?page_id=48
McManis, L. D. “Inclusive Education: What It Means, Proven Strategies, and a Case Study“. Resilient Educator. 2021. https://resilienteducator.com/classroom-resources/inclusive-education/
Extrand, D. W. “The Four Human Temperaments“. http://www.thetransformedsoul.com/additional-studies/miscellaneous-studies/the-four-human-temperaments
Merenda, P. F. “Toward a Four-Factor Theory of Temperament and/or Personality“. Journal of Personality Assessment, vol. 51, no. 3 (1987): 367-374. DOI: https://doi.org/10.1207/s15327752jpa5103_4
Chauhan, A. “11 Digital Education Tools For Teachers And Students“. eLearning Industry. March 2018. https://elearningindustry.com/digital-education-tools-teachers-students
Kovalenko, O. M., Kovtunenko, K. V., and Stanislavyk, O. V. “Osoblyvosti zabezpechennia efektyvnosti sotsialno-trudovykh vidnosyn personalu zakladu vyshchoi osvity pry yoho autsorsynhu“ [Features of Providing the Efficiency of Social and Labor Relations of University Personnel by its Outsourcing]. Ekonomika. Finansy. Pravo, no. 11 (2019): 25-29. DOI: 10.37634/efp.2019.11.5
Kovtunenko, K. V., Bespala, O. A., and Yatsenko, M. S. “Napriamy stratehii motyvatsii vykladatskoho skladu universytetu“ [Directions of Strategy of Motivation of the Teaching Staff of the University]. Osvita, ekonomika i upravlinnia: suchasnyi stan ta innovatsii, no. 2 (2019): 68-78.

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