Advances in digital technology are rapidly transforming education. The primary instrument for implementing digitalization measures for general education in Russia until 2025 was the federal project "Digital Educational Environment" under the National Project "Education". The project aims to create and implement a digital educational environment in educational organizations and ensure the digital transformation of the education system. The project includes equipping organizations with modern equipment and developing digital services and content for educational activities. Over the past decade, there has been an annual increase in the availability of computer equipment for teachers and preschoolers in preschool educational organizations, with 66.2 % of computers having internet access. However, regional and territorial disparities persist in the availability of computers available for use by preschoolers, as well as in the proportion of computers connected to the Internet. Using statistical data, this article analyzes the availability of computer equipment in preschools, examines digitalization expenditures, and examines regulatory requirements for the use of electronic learning tools by preschool children. The level of adoption and application of digital technologies in early childhood education and upbringing is one of the indicators of a preschool's educational success and, in essence, an element of its modern image, as well as an opportunity to present and promote its achievements. Modern digital technologies, when used competently, take preschool education to a fundamentally new level of clarity, interactivity, and objectivity. The ability to utilize multimedia and interactive digital technologies in the educational process of preschool organizations, the ability to create one's own media texts, and the ability to apply them in professional activities are fundamental priorities of the new style of teaching, which presupposes an adequate level of media culture-media education. Thus, the implementation of digital technologies and the development of media education stemming from the existing model of media and information literacy are essentially two sides of the same process-digital transformation within a new coordinate system of informatization and media education in preschool education. At the same time, the prospects for educational development are linked to the further development of digital services and content for educational activities, as well as the implementation of modern technologies such as artificial intelligence, neural networks, and virtual and augmented reality, the effectiveness of which in preschool education is still unclear.
The authors analyze the two-year experience of the Regional Youth Television Studio at Novgorod Oblast Television (Veliky Novgorod), which has evolved from a children's TV program into a professional launchpad and initial media professionalization platform for aspiring young journalists-children and adolescents. Using participant observation, they traced the project's development, evaluated the studio concept, and assessed its thematic implementation on air. The Regional Youth Television Studio on the NT channel creates a practice-oriented educational environment to systematically foster schoolchildren's media literacy education trends and professional skills among children and youth. Its uniqueness stems from integrating youth-led programming into the live broadcast schedule, with schoolchildren as interviewers and hosts. The study examined schoolchildren's on-air work via telecontent on the channel's website, supplemented by interviews with channel executives and participating journalists. In the second phase, expert interviews with project-independent child psychologists and educators addressed benefits and risks of early media professionalization. Identified risks include blurring media-reality boundaries, violations of child hosts' personal boundaries, and the burden of popularity and public exposure. Ultimately, the studio demonstrates how regional television, amid digital communication conditions, integrates media literacy education, enabling self-expression, personal development, professional training, and creativity. It also cultivates regional identity via local cultural codes, aiding human capital retention in economically disadvantaged regions.
Digital transformation of higher education emphasizes the implementation of open educational resources and practices as a key mechanism to increase knowledge accessibility and develop flexible, personalized educational pathways. This article analyzes the media pedagogical potential of open educational practices in the context of the digitalization of the university environment. The article examines the integration of open educational resources and practices into the digital environment of a technical university using the example of the Karaganda Technical University named after Abylkas Saginov. The aim of the study is to determine the level of use of open educational resources and practices at the technical university, identify the motivational factors and barriers to their application, and determine the contribution of open educational resources to the development of students' media and digital competencies. The methodology includes an analysis of international regulatory documents and scientific publications, a study of the university's digital infrastructure, and a questionnaire. The results demonstrate high student and faculty engagement in using open educational resources, along with differences in their motivations. Key barriers to the systemic integration of open educational practices include insufficient digital training of teachers, time constraints, language difficulties, and the lack of comprehensive institutional support. Open practices have been found to promote critical thinking, digital autonomy, media literacy, the development of individual educational trajectories, and the expansion of international academic interactions. This study concludes that a unified university digital development strategy is needed, encompassing regulatory frameworks, infrastructure modernization, faculty development, and expanded international academic collaboration, for transition from fragmented use of open educational resources to a holistic open education model.
This paper explores the symbolic significance of black and white in the films of Sanjay Leela Bhansali, with a specific focus on Devdas, Black, and Gangubai Kathiawadi. The study aims to examine how black and white operate as symbolic codes, shape character identity, and communicate psychological and emotional meanings through cinematic aesthetics. The study applies a qualitative analytical method, combining visual content analysis and cinematic semiotics, to investigate how these two colors function as cultural texts and narrative devices. Drawing on theories of color symbolism and semiotics, the research treats black and white as signs that carry shifting meanings, depending on the context, costume, and character. The findings reveal that Bhansali consistently uses black and white to shape character identity, cultural representation, and emotional resonance. White, a color traditionally tied to purity, widowhood, and restraint in Indian culture, is redefined as a marker of resilience, authority, and empowerment, especially in Gangubai Kathiawadi. Black, frequently associated with stigma and despair, is used in Black to express inner struggle, silence, and the contrast between ignorance and enlightenment. In Devdas, the interplay of black and white reflects class conflict, sacrifice, and tragic decline. This challenging of traditional codes compels the audience to engage in critical media literacy, deconstructing visual signs to understand shifting cultural and emotional narratives.
YouTube has emerged as a dominant global platform for digital storytelling, offering unprecedented opportunities for creators to project their identities to a massive visual audience. This study investigates the psychological and behavioral evolution of child influencers, specifically focusing on the longitudinal changes observed in Ryan Kaji of the YouTube channel "Ryan's World." Using a behaviorist theoretical framework, the study applies the Stimulus-Organism-Response (S-O-R) model to analyze how the digital environment acts as a catalyst for behavioral modification in young influencers. This investigation explores the various factors that contributed to the channel's exponential growth and subsequent developmental shifts in its subjects. The findings indicate that as a child YouTuber, Ryan Kaji experienced a significant character transformation shaped by intense environmental stimuli, including brand expectations, audience feedback, and the repetitive nature of content production. Furthermore, the study concludes that while YouTube serves as a broad educational and entertainment medium, the platform also facilitates complex dynamics between parental involvement and child labor. This research highlights concerns about parental exploitation, where the constant push for content production serves as a primary driver of behavioral change. This study also indicates that the intersection of commercial interests and digital exposure creates a unique behavioral paradigm that requires further ethical
