Psychological determinants of self-development of teachers and students higher education institutions in the conditions of digitalization of education during wartime

- Кузікова, С.Б. (orcid.org/0000-0003-2574-9985) and Лукомська, Світлана Олексіївна (orcid.org/0000-0002-0360-6484) (2026) Psychological determinants of self-development of teachers and students higher education institutions in the conditions of digitalization of education during wartime Габітус, 1 (82). pp. 149-153. ISSN 2663-5208

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Abstract

The COVID-19 pandemic, wartime conditions in Ukraine, rapid technological development in the world, in particular, its digitalization, require education professionals to take into account changes in the psychological, social and physical aspects of the lives of students and teachers. In this context, the problem of digital stress, which arises as a result of intensive computer-mediated interaction and the need for constant adaptation to the requirements of the digital environment, becomes particularly acute. In conditions of war, on the one hand, this stress becomes a critical barrier to the self-development of the individual, since cognitive overload and digital vigilance exhaust the internal resources necessary for conscious personal changes, and on the other hand, it deprives opportunities for personal growth.The professional and role specifics of experiencing technostress are revealed. For teachers, the dominant stressor is “availability stress” and cognitive overload caused by the “responsibility trap” towards students in wartime conditions, while for students, the key stressor is “approval anxiety”, which turns the digital sphere into a space for constructing an idealized identity. It has been proven that high online vigilance and information overload deplete internal resources, replacing real self-development with an external demonstration of success, especially among young students. The need to implement digital hygiene practices and separate professional and private online spaces to prevent emotional burnout for teachers and strengthen student autonomy is substantiated. In wartime conditions, digital resilience becomes a key mediator that transforms technostress into a resource for self-development and professional survival. The impact of digitalization on the personality is not destructive in itself, but is mediated by the level of resilience and professional-role specificity of the participants in the educational process.

Item Type:	Article
Keywords:	self-development, digital stress, resilience, education process higher education institutions, teachers, students, approval anxiety, availability stress.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.7 Computer communication. Computer networks Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Psychology after N.Kostiuk > Department of methodology and theory of psychology
Depositing User:	м.н.с. О.В Котух
Date Deposited:	24 Jun 2026 08:51
Last Modified:	24 Jun 2026 08:51
URI:	https://lib.iitta.gov.ua/id/eprint/749676

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