THE COMMUNICATIVE SPACE OF EDUCATION IN THE INFORMATION SOCIETY

Abstract

Introduction The growing use of social networks, digital media, and other online platforms has profoundly reshaped modes of
communication and perception of information. These shifts begin at the earliest stages of consciousness development in childhood and influence the formation of personal identity. Information and communication technologies (ICT) not only transform the methods of teaching and communication, but also alter the very foundations of worldview formation and personal development. These technologies offer new modes of perceiving reality and foster innovative approaches to problem-solving. In this context, the virtualization of the educational communicative space follows two alternative trajectories: the first is an attempt at mimicry, in which the educational system merely adapts to new digital realities; the second envisions the evolution of the educational environment into an ergonomic and highly flexible space, aligned with the learner’s individual needs. The aim and tasks are to comprehend the communicative space of education within the context of the information society, define potential directions, and outline prospects for education as a domain of personal development. Research methods include general scientific methods (analysis, synthesis, and generalization) as well as the anthropological (M. Buber, H. Woolf) and axiological (A. Clark, B. Skinner, J. Hazard) approaches. These have enabled the conceptual understanding of the communicative space of education and the identification of its influence on the formation of the modern individual. Research results. It has been demonstrated that informatization has penetrated all spheres of social existence, significantly affecting communication processes, which now largely depend on the Internet and ICT. At the same time, the information society exerts a reverse influence on human social functions by depersonalizing interaction and contributing to the decline of students’ social or soft skills in higher education. In turn, this requires a renewed understanding of the changes in the biosocial nature of the human being. Discussion. In the context of transformative changes in technogenic civilization, scientific and pedagogical experience of recent years has highlighted the importance of maintaining the development of thinking rather than focusing solely on the transmission of information. With the advancement of ICT and the Internet, access to information and knowledge is no longer the central issue of the educational process. Instead, the emphasis shifts toward teaching individuals to think, as thinking serves as the mechanism for generating new knowledge. In this regard, the preservation of worldview, closely linked to the capacity for thinking, becomes a key focus of higher education as it undergoes transformation in the digital age. Conclusions. The information society exerts a transformative influence on the social functions of the individual, contributing to the depersonalization of interpersonal communication and the erosion of social, socalled soft skills among students in higher education. These shifts necessitate a renewed philosophical reflection on the evolving biosocial nature of man in the context of digital modernity.