Student self-organization in the digital environment: The role of media discourse (case study of CSU and SUSU)
DOI:
https://doi.org/10.47475/2070-0695-2025-58-4-75-84Keywords:
media discourse, digital didactics, academic self-organization, cognitive strategies, digital transformation of education, educational resources, academic autonomyAbstract
This article examines the functional role of media discourse as a factor shaping cognitive mechanisms of students’ academic self-organization in the context of digital transformation in higher education. Media discourse is understood as a complex polycode-semiotic system comprising verbal components (lecture materials, methodological guidelines), audiovisual elements (video lectures, podcasts, infographics), and interactive formats (chatbots, mobile applications, simulations). Based on empirical research conducted in 2025 at Chelyabinsk State University (CSU) and South Ural State University (SUSU), the didactic potential of various types of digital educational resources in developing students’ academic autonomy is analyzed. The methodological framework employs an integrative approach combining quantitative (survey of 120 respondents) and qualitative methods (discourse analysis of educational platforms, in-depth interviews). The results demonstrate a statistically significant correlation between the typology of media discourse and the level of self-organization competencies: interactive formats (adaptive systems, gamified tests, chatbots) yield an 18 % improvement in time management, a 23 % increase in learning motivation, and a 31 % enhancement in academic progress control compared to traditional resources. Three key determinants of effectiveness are identified: linguistic diversity of discursive strategies, degree of content interactivity, and level of institutional support. The study reveals a significant gap between students and educators in digital competencies: 65 % of instructors face challenges in creating interactive content, while 90 % of students proficiently utilize these formats. Instructors often replicate traditional lectures in digital formats without adaptation (lengthy videos without interactive elements), whereas students prefer microlearning (short videos under 10 minutes with quizzes). The practical significance of this work lies in developing criteria for optimizing educational media discourse in university settings. Future research directions include analyzing the impact of generative AI on cognitive learning strategies and investigating neurocognitive aspects of digital didactics.
Acknowledgments: This research was supported by the Foundation for Advanced Research of Chelyabinsk State University, 2025
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