The federal project “Digital Educational Environment” has given the Russian education system a new impetus. It is aimed, first of all, at improving the quality of education, the availability of educational resources, as well as supporting the individualization of education and the development of creative abilities of students. However, active digitalization, like any innovation, is associated with certain health risks. The relevance of the problem of the impact of digital learning tools on the health of students is due to the growth of diseases caused by the educational environment and didactogenies 6. Therefore, teachers face a number of tasks. On the one hand, they, as before, must qualitatively form universal educational activities (subject, meta-subject, personal), inspire their students to creative self-development and the development of critical thinking, and on the other hand, become a guide between the real and virtual worlds, while maintaining health. Modern schoolchildren and, especially, students, should be able to use digital technologies, electronic information educational resources in the context of digital transformation, master the techniques and methods of digital didactics and be able to use them without harm to their health. The authors, based on theoretical analysis and their own research, study the impact of digital learning technologies on the physiological, mental and social health of students. The study used empirical methods (observation, survey of students) before and after distance learning using digital technologies. A comparative analysis of the indicators shows that digital technologies have the greatest impact on the physical and social well-being of students. The practical significance and prospects for further research are explained by the possibility of using digital technologies to diagnose all components of health.
Aznaur R. Zoloev (2025) studied this question.