Virtualisation of Educational Space: Socio-Cultural Risks and Challenges

Abstract

Purpose of the study: The study aims to provide a comprehensive socio-cultural analysis of the virtualization of the educational space in the context of contemporary digital transformations, identifying socio-cultural risks and potential for preserving and developing national cultural identity amid globalization and changes to the traditional educational model. Methodology: The research methodology is based on an interdisciplinary approach and includes several key methods. Cultural analysis enabled the examination of virtualized educational environments as socio-cultural systems influenced by digital transformations. Historical-critical comparison helped identify changes in educational paradigms and traditions in the context of digitalization. Content analysis of digital platforms and educational materials allowed investigation of knowledge representation and communication mechanisms within the virtual space. This comprehensive approach made it possible to identify socio-cultural risks of education virtualization and outline prospects for integrating digital technologies to preserve cultural heritage. Scientific novelty: For the first time, virtualization of educational space is comprehensively interpreted as a socio-cultural phenomenon. Key socio-cultural risks of digital education were identified, including the desacralization of knowledge and fragmentation of cultural memory. New paradigms of cultural reproduction and a methodological approach to preserving cultural identity through digital archives and intercultural platforms were proposed. The necessity of culturally sensitive educational policy was substantiated. Conclusions: The study revealed that virtualization of the educational space is not merely a technological upgrade but a profound cultural transformation that changes the nature of knowledge, communication, and identity. The main socio-cultural challenges of digital education include the decline in authority of traditional knowledge sources, the erosion of cultural identity, and loss of cultural continuity. At the same time, digital educational environments hold potential for creating inclusive and polyphonic forms of cultural education that foster intercultural dialogue and strengthen cultural continuity. The decisive factor for successful integration of digital technologies into the humanities educational space should be an ethically balanced, culturally oriented educational policy that respects local cultural contexts.