The subject of this research is digital hygiene as a condition for effective information activity, while the object is the principles of digital hygiene. The main substantive feature of the work is the consideration of digital hygiene from content-information positions, which align more closely with a psychological and pedagogical framework, in contrast to the traditional examination of this phenomenon from technological or psychophysiological perspectives. The aim of the research is to substantiate the notion of digital hygiene from pedagogical content positions in relation to modern informational conditions, considering its main principles that form the basis of informational activity. Special attention is paid to the specifics of the digital information environment and its influence on the development of an individual's information culture, which requires an increasingly detailed non-functional focus amid the active infiltration of digital information flows into human life. The leading method of research is abstraction, allowing for the justification of the examined principles from the most general positions, regardless of the content of specific information and corresponding activities. Abstraction is accompanied by pedagogical analysis, which allows for a detailed description of each principle. The scientific novelty of the research lies in achieving a level of pedagogical abstraction at which the examined principles effectively serve as methodological recommendations applicable to any information activity: from professional-academic to everyday. As a result, the author concludes that digital hygiene is based on a resource-oriented approach to digital information, as opposed to a spontaneous one, meaning it relies on critical perception and rational consumption. It acts as a success factor for developing informational qualities at any level, thereby allowing it to be considered a condition for the development of information culture in the digital age. The principles examined in the work are the most general and universal and can serve as a methodological foundation for addressing questions about specific types of informational activity (professional, academic, social) or activity within specific substantive and thematic fields, leading to the identification of specific principles.
Oleg Vladislavovich Flerov (Thu,) studied this question.