Datafication as a factor of constituting the subjects of education
T. V. Sokhranyaeva
Lomonosov Moscow State University, Moscow, Russia
Keywords: subjects of education, big data, datafication, constituting of subjects, algorithmizing, educational identity, authenticity
Abstract
Introduction. In the digital transformation context of education, it is relevant to study the influence of datafication processes on the transformation of the ontological characteristics of the educational environment in terms of changes in intersubjective relations. The purpose of the article is to consider datafication as a factor of constituting the subjects of education. Methodology. The theoretical framework by the principles of a systems approach to the analysis of education as a complex social system, an epistemological methodology for considering the empirical level of cognitive activity, and a hermeneutic approach to interpreting the results of the analysis is determined. Discussion. Datafication as a manifestation of a new level of digitalization of education, characterized by the introduction of artificial intelligence (AI) and big data analytics into the core of the functioning of educational systems is considered. The thesis is put forward that datafication becomes the context and an essential factor in the transformation and development of structural connections in the educational environment, as well as the constituting of subjects of educational relations. The article examines the relationship between the subject’s status and its representation by data, the trends in introducing new “data-subjects” into the educational process and the transformation of classical status-role and competence characteristics of teachers, the role of data analysts in constructing the educational identity of individuals. The internal inconsistency of the paradigm of datafication in education - the development of an environment oriented towards the personally defined needs of the modern “extended personalityˮ based on standardized algorithmic requirements and models is shown. Conclusion. Datafication in education has a significant impact on the processes of constituting structural connections, subjects and elements of the educational environment. The emergence of new configurations of intersubjective interaction in education, the transformation of status-role characteristics and the perception of professional subjectivity necessitate the analysis of these processes in the ontological, anthropological and axiological aspects.
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