Potential of digital technologies in the formation of civic identity in youth environment

Introduction. The civic identity of young people and the search for effective means of educating them is a decisive tool for creating a future at the state level as a legitimate community. Digital space today is considered as a mental subsystem of the collective consciousness of the modern generation. In this context, the aim of this study is quite relevant: to identify the potential of digital technologies in the formation of civic identity among young people. Materials and methods. The main research method was a survey of youth in the Lipetsk region. The study involved 431 respondents aged 14 to 25 years. The respondents were surveyed in March 2024. The study used, firstly, the author’s questionnaire to study the digital participation of young people in the civil-patriotic movement, and secondly, the “Profile of Civil Personal Identity” methodology (E.V. Belovol, S.V. Melkov, E.B. Puchkova). To process the survey results, the Statistical Package for the Social Sciences (SPSS) version 26 program was used. For statistical data processing, the nonparametric Kruskal-Wallis H test was used. Results. Among the youth, the dominant position is that of observers of the development of civil society in the digital space (44%), 29% of respondents take a passive position in terms of digital activism, 27% of respondents take an active position. However, these results are statistically insignificant (Hemp = 3.674 at a significance level of 0.001). Significant factors of digital activism include: age over 18 years (Hemp = 7.349 at a significance level of 0.001), university education (Hemp = 7.125 at a significance level of 0.001) or work activity (Hemp = 7.125 at a significance level of 0.001), urban living environment (Hemp = 8.109 at a significance level of 0.001). Digital resources are in demand among young people to varying degrees, depending on the model of digital activism. Digital activists largely use the resources of non-profit organizations of a civil and patriotic nature, as well as promotions and competitive movements of all-Russian projects. Digital observers limit themselves to turning to the educational content of large government projects “Conversations about what is important”, “Russia – my horizons”, and “Movement of the First.” Conclusion. The possibilities and demand for digital resources with civic and patriotic content are explored depending on the model of digital activism. The results of the study can help improve the effectiveness of educational work with young people, as well as the development of digital resources with civic and patriotic content.