Abstract

The study aimed to examine the influence of digital identity on the personal development of second-year students at the Institute of Information and Communication Technologies and Artificial Intelligence. The research was grounded in the activity-based and sociocultural approaches, which consider digital identity as a component of self-realisation in digital educational environments. Quantitative methods were applied, including the Digital Identity Scale, Personal Growth Initiative Scale, Cognitive Flexibility Inventory, Academic Self-Regulation Questionnaire, as well as supplementary analysis of students’ engagement in digital learning communities. Results indicated that 31% of students demonstrated a high level of digital identity, 49% a medium level, and 20% a low level. Correlation analysis revealed a strong positive relationship between digital identity and self-development motivation (r = 0.68; p < 0.05), as well as cognitive flexibility (r = 0.62; p < 0.05). Regression analysis confirmed digital identity as the main predictor of personal development (β = 0.54; p < 0.01), with additional significant predictors including digital competence (β = 0.31), emotional resilience (β = 0.27), and reflection on digital behaviour (β = 0.22). Supplementary analysis of student activity in digital educational communities showed that participation in project-based and communicative activities was associated with higher self-regulation, critical thinking, and resilience to destructive digital interactions (trolling, cyberbullying). The practical significance of this study lies in its potential to inform educational strategies aimed at developing digital identity, critical thinking, emotional resilience, and academic motivation

Keywords

digital culture; professional self-determination; communication competencies; self-regulation; critical thinking

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