COMMUNICATION SECURITY IN EDUCATION: COUNTERING DISINFORMATION IN THE EDUCATIONAL PROCESS

Abstract

Purpose of the work. The article is devoted to the theoretical and applied analysis of the problem of communication security in education in the conditions of increasing disinformation influences. The purpose of the study is to substantiate the essence of the concept of “communication security in education”, determine the main risks of information manipulation in the educational process and identify pedagogical and organizational mechanisms for countering disinformation. The article outlines the systemic role of education as an environment for the formation of information resilience, critical thinking and a culture of responsible communication in the digital space. Methodology. The methodological basis of the study is an interdisciplinary approach that combines the principles of pedagogy, psychology, communication studies and information security. The methods of content analysis, comparative generalization, systemic and structural-functional analysis were applied, which allowed to reveal the relationship between the level of digital competence of teachers, the state of the educational environment and resilience to disinformation influences. The theoretical basis is formed by modern works of Ukrainian researchers ‒ V. Bakhmat, B. Hryvnak, V. Ivantsov, O. Kostenko, O. Lavrentyeva, I. Lopushynsky, N. Lytvyn, D. Lysov, T. Pavlenko, I. Sapizhak, A. Yarosh, as well as regulatory documents, in particular the Concept of Development of Digital Competencies of Citizens of Ukraine. Scientific novelty. The work proposes an interpretation of communication security as an integrated element of educational policy, combining pedagogical, psychological, technological and value mechanisms for ensuring the reliability of information. It is substantiated that the development of digital literacy of teachers and the formation of media educational competencies are key conditions for the resistance of the educational environment to disinformation influences. For the first time, the directions of state, institutional and ethical interaction in the field of protecting the information space of education are systematized. Conclusions. Communication security in education appears as a complex phenomenon aimed at forming a culture of critical thinking, responsible communication and academic integrity. It is shown that effective counteraction to disinformation requires synergy of state policy, internal mechanisms of educational institutions and pedagogical strategies for the development of media literacy. Prospects for further research lie in the development of practical models for the formation of information resilience of teachers and students, as well as in improving ethical standards of digital interaction in the educational environment.