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On the issue of digital personality and digital twin in the formation of identity in distance education

https://doi.org/10.32517/0234-0453-2025-40-4-18-27

Abstract

The goal of the study considered in the article is to conduct a theoretical analysis of the role of digital personality and digital twin in shaping personal identity within the context of distance education. The study aims to explore the interaction between real personality, its digital projection, and the digital twin in the context of online learning, as well as to identify opportunities and challenges associated with the use of digital technologies in education.

The research is based on a comprehensive literature review, including classical and contemporary works in psychology, education, and digital technologies. Comparative analysis and conceptual modeling methods are employed to study the impact of distance learning on personal identity. The study also incorporates ideas from self-awareness, self-determination theories, and digital identity.

The study reveals that digital personality allows individuals to experiment with various aspects of their identity, while the digital twin provides tools for behavior analysis and prediction. However, the gap between real and digital personalities can lead to identity distortion.

The findings can be used to develop educational platforms that support holistic personality development and programs aimed at enhancing self-discipline and managing digital identity. The practical significance of the research lies in the development of recommendations for educators and platform developers.

The proposed approaches will help create an inclusive and supportive digital environment, fostering comprehensive personality development in distance education. The results can be used to improve student motivation, increase engagement in the educational process, and mitigate risks associated with digital identity.

The study is targeted at educators, platform developers, and researchers, making it relevant for practical application. The novelty of the results lies in a comprehensive approach to analyzing the interaction between digital personality and digital twin in education.

The research has international significance, as the digitalization of education is a global trend, and its findings can be useful for researchers and practitioners worldwide. 

About the Author

O. V. Fotina
Perm State Agro-Technological University named after academician D. N. Prianishnikov; University of Innovation and Digital Technologies of Tajikistan
Russian Federation

Oksana V. Fotina, Director of the International Relations
Center, Senior Lecturer at the Foreign Languages Department; PhD candidate at the Department of Humanities and Law



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Review

For citations:


Fotina O.V. On the issue of digital personality and digital twin in the formation of identity in distance education. Informatics and education. 2025;40(4):18-27. (In Russ.) https://doi.org/10.32517/0234-0453-2025-40-4-18-27

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ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)