THE “BLACK SWAN” OF COVID-19 AND THE SECURITY ISSUES IN DIGITAL LEARNING

Thee social security 'roblems come to the fore as the relationshi's between individuals, society and modern technologies become more and more com'licated. In the context of the 'andemic social security issues turned out to be decisive for the education system, the transformation of which caused significcant difficculties. Thee article covers the to'ic of the security of digital education and focuses on theoretical conce'ts as well as on the analysis of 'ractical cases found in the media. Thee author analyzes the ex'erience of educational organizations and education management institutions in the area of 'rotection against risks in the information environment, and identifices the most successful a''roaches. As a result, the conclusion is made that it is necessary to create a system of safe information and communication environment that should be designed to ensure the rights and quality of life of individuals in the context of the digital transformation of educational and u'bringing 'rocesses.


INTRODUCTION
Thee year 2020 turned out to be linked with a new challenge for the world, the COVID-19 'andemic, like M. Taleb's "black swan" that became a 'oint of no return for society (Taleb, 2015). Un'redictable, uncontrollable, covering almost all of humanity, changing the life of everyone, it forced to revise many norms and orders that deficne life. First of all, the new restrictions turned out to be related to communication and 'ersonal intercourse, which led to the need to switch to remote work and a distance learning format. Inter'ersonal relationshi's have almost com'letely moved to the media environment, namely, to social media, educational 'ortals, electronic libraries, etc. Under these conditions, information technologies have created the o''ortunity to carry out continuous working activity for many sectors of economy, although a number of them, unfortunately, were victims of a lockdown. Education in these un'recedented circumstances was transferred to distance form of work in various forms, and remains so for many countries and large cities. Thee 'andemic has become a 'owerful challenge to social resilience, showing that human life is still subject to high risks, and economic growth and well-being are not guaranteed even in develo'ed countries.
Thee education system was already 'artly on the 'ath of digital transformation even before 2020, but it was a "small island" in a sea of traditional learning. Digital education has become common 'ractice in 2020. Afteer the digital turn, the education system in schools and universities found itself in an unexam'led ex'eriment, which made it 'ossible to draw im'ortant analytical conclusions about the im'act of digitalization on education. Thee digitalization of education in the context of the 'andemic has made it 'ossible to maintain the continuity of education at all levels. However, the 'roblem of information inequality and access to resources has still arisen. Theis es'ecially affeected large families of low-income citizens, where not every child had their own gadget for study, as well as families living in remote areas -due to the 'roblems with high-s'eed Internet. Thee digital ga' has thereby increased social exclusion, when a number of citizens and their children did not have the same chances to use the offeered o''ortunities. At the same time, the digitalization of education has revealed not only the issues of the growing digital dis'arity, but a whole range of other 'roblems related to social security. It is obvious that digital learning turned from a tem'orary measure to a new social trend, intention, irreversible action, and for this reason it became necessary to study its 'ossible social consequences and the nature of its im'act on a 'erson. Having ensured the safety of subjects in the context of the s'read of morbidity, digital learning was transferred to a s'ecial virtual communication environment that has its own characteristics and risks connected, on the one hand, with a high level of cybersecurity threats, and on the other, characterized by high 'luralism and the absence of rigid regulatory boundaries. Thee 'ur'ose of our research is to identify and characterize the social 'roblems of digital education related to 'ersonal safety and to study 'ractices 'roviding such 'roblems 'revention.
To do this, our study used the theory of electronic culture, the theory of social security and risks, as well as the method of focus grou' research, elements of content analysis and analysis of media cases.

DIGITAL EDUCATION AS AN ELEMENT OF ELECTRONIC CULTURE
In the 'resent-day information society, a s'ecial ty'e of culture has formed, into which the human life world and the environment around it are gradually shifteing -that is, the world of electronic, digital, online or cyber culture, a kind of "third nature" with many new 'henomena and 'rocesses. In the most general sense, electronic culture (online culture, e-culture) is considered by us as a s'here of human activity and its results related to the creation of electronic analogues of s'iritual and material objects, as well as virtual s'aces, 'rocesses and 'henomena themselves (Baeva, 2013;. In a narrower sense, electronic culture is a set of results of creativity and communication of 'eo'le under the introduction of IT innovations, which is characterized by the creation of a single information s'ace, a virtual form of ex'ression, distance technology, liberal content, including both virtual 'henomena 'ro'er and virtual analogues of real objects. Of note is that the structure of electronic culture is heterogeneous, it includes such basic ty'es of objects as: 1) digitized analogues of the manifestations of non-digital culture: digital libraries, digital data, video and 'hoto archives, digital co'ies of works of art, digital education, electronic media, electronic governmental and commercial services, online banks, currencies, and much more. Thee function of such digital analogues of cultural objects is their ada'tation to the conditions of the information age, increasing the convenience of their use and transmission for humans; 2) manifestations of culture, electronic in form and content, that had no analogues in 're-digital culture, as the Internet, artificcial intelligence, big data, social media, the Internet of things, etc.; 3) information technologies, networks, systems, resources related to the creation and management of data, knowledge, communication channels, etc.
Electronic culture and its 'henomena have a s'ecial nature, being a synthesis of knowledge and information 'henomena. Thee characteristic features of objects of the ficrst and second ty'es of electronic culture are as follows: • freedom of access, o'enness for members of the information society ('ossessing the necessary resources and com'etencies); • distance, real remotedness from the knowing agent; • interactivity, the ability to 'artici'ate in the information content forming from any 'oint in the information community; • liberality, descri'tiveness, absence of rigid rules, and norms (including ethical ones); • eclecticism, diversity of content, coexistence of diffeerent streams of information, of styles, genres, and trends; • virtuality as existence in an artificcially created reality; • fragmentation, mosaic ex'ression, dominance of the visual over the semantic; • innovativeness, existence through the introduction and constant u'dating of scientificc develo'ments (es'ecially in electronic art and electronic communication); • entertaining and 'layful character used both in traditional s'heres (learning, recreation, leisure) and in others (online advertising, -trade, -banks, etc.).
Objects of electronic culture do not just re'lace the originals; they largely develo' them, su''lement them with new o''ortunities, and make them more accessible, interactive, and wides'read. Theey become not only a doubling of "living" culture as its digital co'y, but also acquire their own ontological status, having s'ecial 'arameters and characteristics that are not inherent in the 'henomena of material culture or 'henomena of consciousness. In the ficeld of virtual interaction in electronic culture, its own communities, rules, etiquettpe, language are formed, develo'ing ra'idly, sometimes in o''osition to the existing reality, sometimes by analogy with it. Electronic culture acts not just as the "environment" for a contem'orary 'erson, but as his/her existence, where new 'roblems of living in a digital society arise: blurring of the boundaries of real and virtual; questioning the trust in virtual communication with the digital analogue of the Other; deformation of cultural, as well as social identity and the formation of digital and network identities; new forms of alienation, esca'ism, digital runaway from reality; mani'ulating consciousness and behavior of an individual in the information s'ace; the formation of new ty'es of unfreedom, de'endence on virtual objects and 'rocesses; re'lacement of individuality with cyber-cor'oreality; existential security in a digital society, etc. Digital education, based on e-learning, has become one of the most im'ortant com'onents of e-culture, contributing to the ada'tation of citizens to life in its conditions. Digital education has signs and features inherent to the objects of electronic culture in general, many of which com'lement and develo' its ca'abilities (accessibility, o'enness, interactivity, game elements), but a number of them may also have a 'otentially risky nature (o'enness, interactivity, lack of regulatory rules, control from any 'lace, etc.).
Social and existential 'roblems and security risks 'eculiar of the e-culture turn out to be more or less inherent in digital education. And as digital education begins to 'lay an increasing role for an increasing number of citizens, determining the life of the 'resent and future generations of children and youth, the study of the 'arameters of its safety and social risks becomes a necessary ste' for its develo'ment and humanitarian ex'ertise.

ASSESSMENT OF THE IMPACT OF DIGITAL EDUCATION ON HUMANS
Thee issues of assessing the im'act of digital technologies on the education system and on a 'erson from a security stand'oint have become more and more relevant since the beginning of the 21st century, as such learning is increasingly used. Thee researchers note that digital learning makes it 'ossible to widely use the 'ossibilities of individualization, interactivity, visualization, gamificcation of training; it creates am'le o''ortunities for managing education based on artificcial intelligence, 'rocessing big data on learning outcomes and 'roblems. Thee 'ositive as'ects of the im'act of digital learning on a 'erson include the following: • Thee digital learning 'rocess (DL) is activated on the two sides: both the teacher and the student (student) act as creators of information, 'artici'ants in the communication 'rocess, acquire knowledge and skills in a single digital environment. Digital learning involves the develo'ment of skills for self-study, inde'endence, initiative, self-control, etc.
• DL assumes individualization of training, fleexible adjustment of the curriculum, the s'eed of mastering it, s'ecificc methods of online or offliine learning in accordance with the age grou', 'sychological ty'e of 'ersonality, etc. (Gaskell, 2009).
• DL is characterized by high innovation, dynamism of changes, u'dating of content, interfaces, softeware based on the constant im'lementa- tion of the achievements of the scientificc and technological revolution in teaching 'ractice.
• DL allows students to receive constantly u'dated, multilateral, and not only bound by unambiguous inter'retation, information about the object of study. S'eed, breadth of coverage, democratic access, the ability to learn more -all this characterizes the features of the modern recei't of information by students at school or university.
• Informatization visualizes information, makes the learning 'rocess effeective for working with diffeerent age and other grou's. (Ghosh, Nath, Agarwal & Nath, 2012) • DL is based on the 'rinci'le of interactivity, which fosters students' interest through the co-creation of information, o''ortunity and consideration of continuous feedback.
• DL makes the learning 'rocess as trans'arent as 'ossible, verificable from the outside, reduces subjectivity in estimating students by the teacher, and 'ossible "'ressure" on the student's 'ersonality.
• DL allows 'eo'le to study on-the-job, with the family, saying away from the educational institution or having health difficculties, or hard access to receive a classical education.
• Being highly democratic and wides'read, this makes DE the most 'o'ular for generations from 30+ to 70+, as well as for the develo'ment of forms of additional education (МООС) (Theom'son, 2012).
At the same time, researchers are identifying the highest risk factors associated with the use of online learning.
Even before the wides'read use of online learning in 2020, the risks of the formation of addictive behavior were identificed; for exam'le, a study by Y. Alghamdi showed that the introduction of educational digital technologies at a young age can lead children to social isolation, cause de'ression, serious mental and 'hysical illnesses and disorders . In addition, emerging threats to the health of students were noted due to lack of 'hysical activity, 'rolonged ex'osure to the screen, stress on vision, musculoskeletal system, etc. . A number of studies identificed significcant 'roblems and risks in the use of digital learning connected with a decrease in motivation to study (Strekalova, 2019), with a decrease in inter'ersonal communication skills (Kar'ova, 2016), the formation of mental disorders in behavior: from a'athy to aggression (Schneider & Symaniuk, 2017;Panchenko, Mukhametzyanova & Khairutdinov, 2019), weakening of cognitive functions (Khra'ov, 2020). N. S. Ilyushenko, considering the risks of a digital turn in education, distinguished the following: additional study and workload for students and teachers, large time costs for creating a digital educational 'roduct and its ra'id obsolescence with a loss in the quality of content, a decrease in the quality of formed skills that develo' only in "faceto-face" communication as well as 'roblems of digital security and digital discrimination (2019). In general it should be noted that studies on the im'act of digital education on a 'erson from a security stand'oint until 2020 were mostly e'isodic. Since the task of digital transformation of education has today been set by the government of many countries, including Russia, it becomes necessary both to 'erform ste'-by-ste' consistent movement in this direction, and to assess 'ossible risks and threats as one of the 'riorities (Semenov, 2019). Year 2020 has accelerated the digital turn in education, while also highlighting some of its major challenges. Theese transformations caused a significcant social effeect; in many as'ects they were accom'anied by negative assessments of students and 'arents, which forces researchers to more carefully analyze the associated risks and 'ay the most serious attpention to human safety issues in the digital learning environment.

ASSESSMENT OF RISKS OF DIGITALIZATION OF EDUCATION
Year 2020 was a turning 'oint both for the world as a whole and for the education system, which was forcedly transferred to a distance format, making it 'ossible to reduce the threat of the s'read of coronavirus infection.
Year 2020 was a turning 'oint both for the world as a whole and for the education system, which was forcedly transferred to a distance format, making it 'ossible to reduce the threat of the s'read of coronavirus infection. Theis 'rocess was uneven and showed that a significcant 'art of schools and universities were not ready for such a transformation. At the same time, the education system, in the context of self-organization, ra'idly began to ada't to new conditions, and by the second semester considerable ex'erience had already been accumulated in methodical, organizational and also educational activities, as well as, in some cases, in the ficeld of 'sychological and social su''ort for the students.
As the education 'rocess became conditioned by the 'eculiarities of virtual communication and shifteed to the digital environment, certain social threats also emerged. Thee 'ractice of a general transition to online learning showed the crucial threats that were associated with a violation of 'ersonal security and human rights in the digital environment, with the 'ossibility of cyberattpacks, transmission of classificed information, the s'read of fakes, cyber fraud, which in these conditions receive new im'ulses and forms of manifestation.
At the end of 2019-2020, within the framework of the 'roject "Assessing the im'act of digitalization of education on a 'erson" at the Astrakhan State University, two mass surveys and a series of focus grou's from teachers of schools and colleges in Astrakhan were organized and conducted to estimate the 'roblems encountered during the transition to distance learning format. Surveys on information security issues were conducted in two waves, the ficrst in November-December 2019 and the second in the context of the transition to digital learning in self-isolation mode in A'ril 2020 (the sam'le consisted of 400 res'ondents, including teachers of schools and colleges in Astrakhan and a number of districts of Astrakhan region). Thee results of the ficrst wave of the survey (November-December 2019), in which 400 teachers were interviewed, showed that teachers 'ut in the ficrst 'lace the 'roblems of violation of authenticity and conficdentiality among the most 'ressing risks. Afteer the ntroduction of the self-isolation regime and the transition of schools to digital education, the situation changed dramatically: afteer the massive transition to a digital learning environment, teachers 'ut digital inequality (lack of availability of technical resources) and violation of the integrity of educational content (more than 70% of res'ondents) in the ficrst 'laces among the risks. Violations of educational content have been linked to a variety of factors, from fakes to cyberattpacks. Thee results of the conducted surveys showed that the greatest fears among the 'edagogical community in the im'lementation of the digital educational environment (DEE) in the information s'here are caused by the risks of violation of conficdentiality, content integrity and authenticity (over half of the res'ondents). Thee teachers also noted the risks in the legal s'here: the increase in cases of 'lagiarism among students, violation of the co'yright of teachers for methodological or didactic materials, a decrease in the level of unique educational material (Azhmukhamedov & Kuznetsova, 2020, '. 10).
A series of focus grou's with school teachers aimed at examining the main difficculties and risks encountered in the course of digitalization was held in June 2020. Theree focused grou' interviews were organized, homogeneous on two grounds: the 'rofessional afficliation of the res'ondents and the use of digital educational technologies in their activities. During the 'rocessing of the results, such a method as mind ma''ing was used; consequently, a mental ma' of teachers' o'inions regarding the 'rocess of digitalization of education was drawn.
Thee teachers identificed the various risks they faced in the digital learning environment and in the organization of educational activities: 1) 'roblems of affeordable internet connection and 'ersonal gadgets; 2) introduction of undesirable, "adult" content into educational resources, general 'roblems of information security violation; 3) significcant 'roblems with the organization of learning in the digital environment of 'rimary and secondary schoolchildren who are not able to organize their works'ace on their own; 4) general decrease in learning outcomes, weakening of motivation to study, concentration of attpention during online classes, deterioration in memorizing the material ('ossible reasons are associated with the loss of motor skills in writing, as well as an increase in the information fleow), significcant difficculties in the assimilation of educational material in several subjects; 5) lack of teaching materials for learning in a digital environment; 6) the risks of losing the o''ortunity to develo' creative skills of students who can borrow ready-made sam'les in the digital environment; 7) 'hysical health and safety issues. Students have a dramatic increase in "screen time", which affeects vision, the musculoskeletal system, the nervous system, thus disru'ting the healthy lifestyle of the student (and the teacher); 8) 'ossible risks in the ficeld of socialization and ada'tation of students, weakening and even loss of the u'bringing function of education associated with the transmission of values.
Thee results of surveys and focus grou's were studied and formed the basis of the cluster theory of digitalization risks (Baeva, Khra'ov, Azhmukhamedov, Grigoriev & Kuznetsova, 2020).
Thee following main risk-generating clusters were identificed: informational, cognitive, social, vital and addictive.
I. Information cluster is associated with 'ossible threats and risks from negative information im'act in the cyber environment.
Thee main 'arameters of information threats to the educational 'rocess associated with the im'lementation and realization of a unificed digital educational environment, from the 'oint of view of the main information security services, are: threats of violation of conficdentiality, integrity, availability, authenticity and non-re'udiation. "Conficdentiality" 'arameter characterizes the ability to 'revent the illegal distribution of 'ersonal information by 'artici'ants in the educational 'rocess. "Integrity" 'arameter of educational content is associated with the im'ossibility of its illegitimate change, affeecting the internal unity, logical connection in accordance with the requirements of the educational organization and federal standards. Accessibility to a digital learning environment means the 'ossibility of unhindered entry to DEE resources for all legitimate 'artici'ants in the educational 'rocess. "Authenticity" 'arameter 'rovides for the conficrmation of identity and the obstacle to the ability of the subject to im'ersonate another user. Non-re'udiation is considered as an im'ortant security 'arameter linked with 'reventing the 'ossibility of refusing to create, receive or 'rocess information (Kuznetsova, Azhmukhamedov & Baeva, 2020).
II. Thee cluster of cognitive risks is associated with im'airment or im'airment of cognitive 'rocesses.
Thee following main ty'es of 'ossible cognitive risks of digitalization of the educational s'ace were identificed: 1) informational oversaturation of the cognitive s'here of students as a 'rocess of ficxing redundant information at the levels of attpention, memory and thinking, causing fatigue and reducing motivation for learning; 2) crucial transformation of students' consciousness as a 'rocess of changing the content and structural/functional mechanisms of the dynamics of consciousness, ex'ressed in the develo'ment of "cli' consciousness"; 3) devaluation of the 'ossibilities of memory as a cognitive situation manifested in the domination of the short-term ty'e of memory over the long-term one and the alienation of individual memory from social (cultural) memory, due to its de'reciation and re'lacement by digital information resources; 4) decrease in the level of critical inde'endent thinking as a 'rocess revealing itself in the dominance of the emotional-ficgurative ty'e of 'erce'tion and thinking over the verbal-logical ty'e and the devaluation of analytical abilities (Khra'ov, 2020).
III. Thee cluster of vital risks and threats associated with a significcant increase in screen time accom'anying the digital transformation of education.
Thee generalization of scientificc sources and the results of focus grou's surveys showed that the main risks were connected with emotional, mental and 'hysical reboots. Thee organs of vision, the musculoskeletal system, and the nervous system are the most vulnerable in this regard. Excessive "screen time" can be a source of 'hysical and 'sychological overexcitement for adolescence, as slee' disorders, emotional exhaustion, 'rovokes increased activation of the visual centers; this also becomes the cause of the develo'ment of diseases of the s'ine. (Baeva, Khra'ov, Azhmukhamedov, Grigoriev & Kuznetsova, 2020).
IV. Thee cluster of social risks. It was found that the shifte in lifestyle to a digital communication and educational environment for students can have certain risk-generating effeects forming difficculties with socialization, inter'ersonal communication, social skills, etc. Social risks have a delayed effeect and can manifest themselves as communication further shiftes to the digital environment. As noted by A. V. Grigoriev, one of the consequences of the digitalization of education which reduces the share of inter'ersonal communication may be "desocialization of the individual ex'ressed to this or that extent, namely, deterioration of communication skills, mismatch of rules and behavioral habits in society, weakening of the sense of community, belonging to a larger social grou'" (Grigoriev, 2020, '. 415). Theis becomes a manifestation of social exclusion, infringing of the 'erson's involvement in social relations ex'ressed through language, behavioral s'ecificcs, etc., and contributes to the growth of alienation both between the teacher and the students and among the students themselves. Theis alienation "becomes a 'rerequisite for the develo'ment of other social risks of digitalization of education, namely trolling and bullying" (Grigoriev, 2020, '. 416).
V. Thee cluster of risks of addictions forming. Thee factor of addictions forming associated with various forms of electronic culture is of 'articular concern in recent decades. An increase in the students' "screen time", and the transition of communication mainly to a virtual environment can contribute to the formation of new addictive disorders and forms of behavior, such as "screen addiction", de'endence on social networks, a general growing de'endence on gadgets and Internet communication. (Baeva, Khra'ov, Azhmukhamedov, Grigoriev & Kuznetsova, 2020).
Thee risks of digitalization of communication and education are manifested in diffeerent ways in certain conditions (social well-being, age characteristics, 'sychological as'ects of 'ersonality, etc.); therefore, attpention to them should form a wide range of measures for social su''ort of students. Such su''ort received 'articular relevance in the crisis year of 2020, when all students found themselves in the conditions of a transition to digital learning.

PERSONAL SAFETY PRACTICES IN A DIGITAL LEARNING ENVIRONMENT
In 2020, as the issues of 'ersonal 'rotection in the digital environment were becoming more acute, social 'ractices related to ensuring security have intensificed. Thee factors that increase social security in the digital environment of the education system, in our o'inion, are various ty'es of activity that contribute to: 1) res'ect for human rights, in this case the right to education; 2) 'rotection of the individual in the digital environment from destructive social im'act; 3) ensuring the communicative needs of the individual (want of communication, self-ex'ression, social interaction) and the develo'ment of his abilities, skills that increase his social ada'tation and socialization; 4) the settplement of relationshi's in the communicative and educational environment based on the 'rinci'les of ethics, mutual res'ect and recognition of the rights of each of the 'arties to a dialogue or 'olylogue.
In 2020, during a 'andemic, security issues in the digital environment came to the focus of attpention of both researchers and 'ractitioners. In diffeerent countries, educational organizations and ministries began to develo' and im'lement certain elements of the security system associated with 'rotecting students from diffeerent threats. Security issues were refleected in various guides and instructions on security in the cyber environment, 'osted on the websites of educational institutions, which were studied by us on the basis of the elements of content analysis and in-de'th study of individual media cases (study of Internet 'ortals of educational organizations in diffeerent countries). Thee following were used as the main categories for com'arison: 1 sections on security in DEE; 2 safety instructions for students (meant for 'arents); 3 information about the ty'es of threats in the digital environment (of their variants; for exam'le, cyberbullying, as the most wides'read ty'e of 'ersonal abuse); 4 'roviding links to the addresses of the hel'line or the hotline for assistance in a crisis situation; 5 links to documents on cybersecurity at the national or international level; 6 the existence of rules of ethics of conduct in the digital educational environment (from an external source, or develo'ed in the organization).
In November-December 2020, we studied the Internet 'ortals of educational institutions (ministries, universities, schools) in selected countries of Euro'e and Asia in order to analyze content related to ensuring security (including that from social risks) in the digital educational environment (DEE). Thee sites of the University of Tokyo, Kanagawa University (Ja'an), Seoul National University, Peking University, Shanghai O'en University, East China University, University of Edinburgh, New Zealand Ministry of Education, UK Ministry of Education, EU Ministry of Education, Russian Ministry of Education were studied, as well as those of Moscow State University named afteer M.V. Lomonosov, and National Research University Higher School of Economics. A number of universities did not 'ublish any information on the 'revention of threats in the digital environment in connection with the transition to digital education; some universities 'artially refleected the information, including guidelines on communication in the cyber environment, 'ersonal data 'rotection, etc. In general, information on security in the cyber environment was 'resented in fragments, which showed that the 'olicy of ensuring the 'rotection of students is still largely at the stage of contem'lation on and formation of, but not im'lementation. Universities in Ja'an were examined on the exam'le of the websites of two universities. For instance, on the website of the University of Tokyo in the context of the transition to digital education in 2020, detailed "Rules for the safe communication of students and teachers" 1 were 'osted, as well as detailed instructions for working in a digital environment on various resources 2 . During 2020, the university worked in a remote format and monitored emerging 'roblems, 'rovided material su''ort for students.
In December 2020, the Brieficng "Towards an online hybrid class" was also held to analyze the achievements and shortcomings in the course of working in the online learning environment and 're'aring for the new year 2021. Instructions for students in the ficeld of safe communication in the digital environment are not 'rovided on the 'ortal, issues of social cybersecurity threats, for exam'le cyberbullying, are 'resented only in the scientificc news section devoted to the study of 'rofessors of the University of Tokyo, who investigated this 'henomenon in 2020 including its correlation with human emotional com'etencies using the quantitative analysis method (survey with a sam'le of 6403 res'ondents) 3 .
In 2020, the website of the University of Kanagawa (Ja'an) 'rovided detailed information on the transition to distance learning and the 'revention of coronavirus infection; remote learning su''ort sites were created with two versions: "For students" and "For teachers" 4 . Thee 'resident of the university has allocated a one-time scholarshi' of 50,000 yen for students and for 1 How to let your students know your online class URL -Ground rules to safely meet instructors and students http's://utelecon.github.io/en/faculty_members/let_students_know_your_url#how-to-let-your-students-know-your-online-class-url--ground-rules-to-safely-meet-instructors-and-students 2 Res'onses to cyberbullying Bullied victims' ex'eriences diffeer by their ability to handle their own emotions.
URL the organization of their online education in 2020 1 . At the same time, issues of cybersecurity and cybersecurity were not refleected se'arately on the site. Thee analysis of the websites of universities in China was carried out on the exam'le of Peking University and a number of universities in Shanghai. Peking University least refleected information related to the safety and 'rotection of students in the digital environment. Only studies by university scientists involved in cybersecurity and cyber defense are noted here. At the same time, the contribution of a number of Shanghai universities to the develo'ment of measures for social and 'sychological su''ort of students and 'arents during the 'eriod of the forced transition to distance learning should be es'ecially noted. For exam'le, East China Pedagogical University has develo'ed a "Guide to Mental Health Education for Elementary and Secondary Schools" to hel' educators in schools during a 'andemic. Shanghai University of Science and Technology subsidized mobile trafficc for students, and increased the number of sign language inter'reters for teaching hearingim'aired students to raise the share of online text communication in teaching. Shanghai universities launched 'rograms for the 'o'ulation called "Thee Wisdom of Family Education" and the "Grow U' Together -Parent and Children Amusement Park" 'rogram for social ada'tation in home schooling conditions, for teaching 'reschool 'arents to go in for s'orts with children, exercises and 'lay useful games in conditions of lockdown 1 . Among Euro'ean universities, the University of Edinburgh (UK) stands out as the best 'ractice in social security in the digital environment. Thee most com'lete information on ensuring 'ersonal safety in the context of the transition to digital learning was 'resented on its website 2 . Thee university's website 'resents the basic rules for information security of students, including recommendations for data 'rotection, for ensuring "digital well-being", for the 'revention of stress, addictions, emotional and 'sychological disorders. Thee information was 'resented in a structured manner, in se'arate categories. Among the recommendations in the ficeld of information security were such as: regular checking of 'rivacy settpings; control of tracking geolocation. In the area of social well-being, there were such recommendations: set your boundaries on the Internet (since "the constant bombardment of news re'orts and 'osts on social networks can negatively affeect your mental health"); take breaks from sessions if you feel moodiness; 'artici'ate in activities on the Internet to su''ort each other. In the ficeld of 'rotection against negative information im'act, there were such recommendations: re'ort if you witnessed cyberbullying on the Internet. Thee addresses of the trust services were given. In the University of Edinburgh several resources to su''ort students' well-being has been created, such as the Big White Wall, the Feeling Good a'', and the Silver Cloud Self-Hel' Center.
Of Russian universities, we studied the officcial sites of the Moscow State University named afteer Lomonosov, and the Higher School of Economics, which is 'ositioned as one of the leaders in the digitalization of education.
A 'age "Distance education at Moscow State University" was created on the website of the Moscow State University named afteer M. V. Lomonosov, which contains instructions ("7 ste's") for teachers on organizing online education 3 , as well as recommendations for the students to ada't to a new format of education during a 'andemic.
Thee section "FAQ on remote work at Moscow State University" 'rovides useful information for students on the organization of educational and extracurricular life in the context of distance education, including information on the 'ossibility of visiting virtual exhibitions (links to the 'ages of the best 1 Online and O'en Education in Shanghai: Emergency Res'onse and Innovative Practice during  Pandemic. http's://iite.unesco.org/w'-content/u'loads/2020/06/Online-and-O'en-Education-in-Shanghai-Emergency-Res'onse-and-Innovative-Practice-during-COVID-19-Pandemic.'df 2 Thee site of University of Edinburgh. Information Security is everyone's res'onsibility. It will hel' 'rotect yourself and the University. URL: http's://www.ed.ac.uk/information-services/hel'-consultancy/is-skills/ digital-safety-and-citizenshi'/staying-safe-learning-teaching-online 3 http's://covid.msu.ru/ museums in the world), web travel (in Antarctica, to the International S'ace Station, etc.), reading online, learning foreign languages, watching ficlms 1 in order to relieve 'sychological tension, and alienation from the usual environment of communication. Information on security in a digital learning environment, 'revention of cybersecurity threats, their variants and 'ersonal 'rotection was not 'resented on the university website; neither ethical rules for working in an online learning environment.
On the website of another leading Russian university, the National Research University Higher School of Economics, a se'arate 'age was created in 2020 with recommendations for the transition of education to a digital environment during a 'andemic, which contains instructions for teachers and students. Theey gave recommendations on organizing classes and communicating with students in various formats 2 , including a ste'-by-ste' "Memo on how to transfer classes to online ty'e" 3 . Among the recommendations, one should es'ecially highlight those that contain advice "How to do" and "How not to do" for the effeective organization of online learning. As a reduction in the risks of a cognitive nature, we noted recommendations aimed at maintaining students' motivation to learn, as well as reducing the unnecessary burden on the student to maintain the quality of education. At the same time, among the instructions for teachers and students 'resent on the site there is no 'ro'hylaxis of cybersecurity measures, 'rotection of individual rights and dignity, countering cyber fraud, caring for manifestations of addictions and 'sychological disorders. Information for students is mainly containing advice on 're'aring for exams, for 're'aring for classes. National Research University Higher School of Economics, on the wide transition of its services to online learning, has develo'ed the widest range of measures for organizing online learning, 'rimarily from an organizational and technical 'osition; however, as for social su''ort measures and 'ersonal safety issues, they have not yet been given significcant im'ortance.
Analyzing these sample examples, we can draw the following conclusions. During the 'eriod of digital transition, the websites of leading universities to a greater or lesser extent 'rovided information related to ensuring 'ersonal safety in the digital learning environment. Thee main focus was made on ensuring the continuity of education and instructions for teachers and students for the learning 'rocess itself. Much attpention is 'aid to the organizational, methodical, technological as'ects of working in an online learning environment. A number of universities 'aid s'ecial attpention to cybersecurity threats and their 'revention (University of Tokyo, University of Edinburgh). At the universities of Tokyo, Shanghai and Moscow State University named afteer Lomonosov, considerable attpention was 'aid to measures of a socio-'sychological orientation, to create a 'ositive background, to maintain an atmos'here of solidarity in conditions of disunity and forced remoteness of students from each other and the cam'us.
Thee control over the activities of schools that are less autonomous in com'arison with universities is carried out by the national ministries of education, whose websites we also studied for coverage of recommendations on ensuring social security in the cyber environment for schoolchildren.
One of the successful cybersecurity re'orting cases is the New Zealand Ministry of Education website. Here, the ficrst materials on safe behavior and learning date back to even 2015. Materials for the work of teachers with diffeerent age categories were 'osted on the website of the Ministry: u' to 6 years old, from 5 to 16, and 16+. Thee website also contains a detailed guide "Digital Technologies: Safe and Res'onsible Use in Schools" (2015) 1 . Thee Guide includes descri'tions of the digital technologies themselves, of the acce'ted forms of behavior, as well as a descri'tion of the risks and negative scenarios that are most common (cyberbullying, 'ublishing intimate 'hotos, organizing a ficght online, recording an incident in the classroom and 'ublishing it, etc.). Se'arate sections are devoted to such categories as: "Safe and res'onsible use of digital technologies for learning"; "Incident res'onse", "Legislation and Incident Management"; "Res'onsibility and Authority of Schools"; "Using social networks and other online services in teaching and learning".Thee Ministry's website 'ays attpention to the ethical 'rinci'les of behavior in the conditions of online learning; it 'rovides recommendations for regulating these issues.
S'ecial sections on the website of the Ministry of Education of New Zealand were devoted to an overview of measures 'reventing and res'onding the incidents in DEE, the study of negative scenarios and measures to 'revent them (through a system of questions and answers) (the main scenarios were the distribution of intimate 'hotos and 'ornogra'hy on the network, the use of instant messages for organizing a ficght, video recording of the attpack). Thee site contains a list of criminal offeenses in the digital environment (cyberbullying, harassment and threatening behavior), links to legislation and a list of necessary literature. Thee section on terminology includes such conce'ts as "Cybersafety: Involves conduct or behavioural concerns" and "Cybersecurity: Involves unauthorized access or attpacks on a com'uter system", where the ficrst has a more socio-'sychological and the second -technological em'hasis.
In 2020, during the 'andemic, a section on Covid-19 a''eared on the website of the Ministry of Education of New Zealand, where detailed information about learning from home was 'osted, including a se'arate website for 'arents, including instructions for organizing education for children of various categories (u' to children of migrants and refugees) 1 . Thee information was 'resented in 15 languages.
For certain categories (Mauri 'eo'les), the lessons were televised. All schools were sent 'ackages of documents and teaching materials on 50 basic disci'lines (including 'rinted ones if the children did not have access to the Internet). S'ecificc links have been created for early childhood education counseling, counseling for schools, and for health care 'roviders related to the 'andemic.
Conclusions for the 1st case: 1) In New Zealand, in 2015, the creation of conditions for online learning in schools began.
2) An information and legal base for DEE was created at the national level.
3) Guidelines have been develo'ed for various levels of education for working in DEE.
4) During the 'andemic, resources were created with educational materials, guidelines and forms for consultation and feedback not only in the state language (English), but also in the languages of the 'eo'les living in the country or the languages of migrants. 5) Personal safety issues were fully refleected on the website of the Ministry of Education, including a detailed list of threats (their conce'tual analysis), their exam'les, and 'reventive measures for diffeerent age grou's of students.
Theis case shows an exam'le of an effeective organization of theoretical and 'ractical work in the ficeld of risk and threat mitigation in the digital environment.
Thee second case is dedicated to the website of the UK De'artment of Education. Information on student safety in the digital environment has been 'resented here since 2019. Thee De'artment's website has a com'rehensive Guide to Online Safety in UK Schools that can be used by educators and 'arents and guardians alike. Theis guide describes how schools can ensure their students understanding of how to stay safe and how to behave within the future and existing curriculum requirements. One of the most im'ortant measures taken by the UK De'artment of Education was the decision to include from Se'tember 1, 2020, the course "Teaching Online Security" as a mandatory course in the school curriculum. Also, certain issues related to safety, on the recommendation of the Ministry, were to be included in the already existing disci'lines. For exam'le, the course "Civic Education" should now cover issues of media literacy in order to develo' the ability to distinguish facts from o'inions, analyze issues of freedom of s'eech, the role and res'onsibility of the media in informing and sha'ing 'ublic o'inion.
Particular attpention on the website of the UK Ministry of Education is 'aid to cybersecurity; the 'age "Online Security" 'rovides detailed information on how to avoid online fraud (ficshing), online crimes associated with extremism, violence or discrimination on various grounds. During the 'andemic in 2020, the Ministry's website added columns related to the 'rotection of teachers and students, 'ages for 'arents and guardians to ensure online safety of children, to 'revent negative im'act on the Internet, to set u' 'arental controls on various devices, advice to 'arents and guardians to 'rotect children from online radicalization 1 . At the request of "cyberbullying", the measures 'roviding assistance, study and 'revention of this social 'henomenon (01/04/2021). Theis to'ic is one of the most im'ortant in the ficeld of studying social threats and 'rotection for the young 'eo'le in the Internet, and it rightly attpracts the attpention of educators and s'ecialists. An im'ortant role was given on the Ministry's website to 'roviding 'sychological su''ort to students, hel'ing students to 'rotect themselves from stress in the context of digital education. 1 "Public Health England Parent and Guardian Guidelines" are develo'ed to hel' organize student routines that will hel' children feel safe in the face of uncertainty. 2 Conclusions for the 2nd case: 1) Online safety issues were highlighted as 'riorities for study in the school curriculum; 2) Safety guidelines for 'arents and guardians in the digital environment include as'ects of countering the s'read of violence, extremism, discrimination; 3) During the 'andemic, resources have been created to 'rotect both students and teachers; 4) A system of measures has been develo'ed to su''ort 'arents, as well as to train them to monitor children and hel' them with safety issues; 5) S'ecial attpention was 'aid to the 'roblems of the emotional and 'sychological state of students and 'rotection from stress; 6) Thee ty'es of threats in the digital environment are 'resented diffeerentially, and s'ecial attpention is 'aid to the most socially dangerous and wides'read destructive informational infleuences.
Thee third case is devoted to the website of the Ministry of Education of the Russian Federation.
Since March 2020, hotlines have been created and o'erated on the website of the Ministry for methodological su''ort for teachers, 'arents, school 'rinci'als, students of secondary vocational education, as well as 'eo'le with disabilities. A s'ecialized section has been created on the Ministry's website to hel' organize home education using distance technologies, containing instructions and methodological materials for teachers and schools. As material and social su''ort, 500 thousand children and 23 thousand teachers received com'uters and Internet access free of charge. 1 On Children's Day, June 1, 2020, an o'en lesson "Cybersecurity and rules of conduct on the Internet" was held to develo' information security skills in schoolchildren. 2 At the same time, there are no se'arate sections dedicated to recommendations in the ficeld of security and 'rotection in the digital environment on the site, as well as ethical codes for work and study. For the query "cyberbullying", the Ministry of Education website did not 'rovide any results. Thee data obtained indicate that security issues in the digital environment are still largely underestimated and require a com'rehensive study to be u'dated.
Conclusions for the 3rd case: 1) Methodological materials for organizing online education in the 'andemic were 'osted on the website of the Ministry of Education of the Russian Federation.
2) Measures were taken to 'rovide material su''ort to citizens to solve the 'roblem of access to educational resources.
3) Thee 'roblem of security in the digital learning environment did not receive documentary su''ort and recommendations for teachers and students.
Thee fourth media case was devoted to the analysis of the website of the Euro'ean Commission on the regulation of online education. Strategically im'ortant ste's for the EU countries on security issues in the ficeld of digital education were develo'ed at the 3rd Euro'ean Education Summit (12.12.2023 0). Here, the develo'ment of digital com'etencies and increasing information literacy of the 'o'ulation, as well as bridging the digital divide were named the main tasks. 3 At the summit, the "Digital Education Action Plan (2021-2027)" was ado'ted, in which the 'roblems of digital education that arose in 2020 were also noted. First of all, they included the lack of equal access for all students to Internet resources and technical un-readiness for distance learning. Based on the monitoring carried out before the summit, it was revealed that the most vulnerable were junior and middle schoolchildren, who themselves could not organize their own learning 'rocess. In families with higher educated 'arents, the transition to digital leaning was more successful, and the children received the necessary assistance. Such 'roblems of digital learning as high overload of information and tasks for students, introduction of false information and extraneous content, insecurity of 'ersonal data were noted. 4 To address emerging and 'otential threats, the Euro'ean Commission's Plan 'rovides for the develo'ment of common guidelines for teachers and teaching staffe on increasing digital literacy and combating disinformation through education and training. 5 Theus, the im'ortance of 'reventive actions in the ficeld of 'rotection against falsificcation of information, fakes, violation of the integrity of educational content or the use of low-quality material for educational activities is noted.
Another no less im'ortant area of the Action Plan im'lementation is the develo'ment of ethical standards for the use of artificcial intelligence in education, which is also an im'ortant measure for the 'revention of 'ossible social and legal risks in the relationshi' "'erson -AI", in which incorrect actions that harm a 'erson and his dignity are 'ossible. At the same time, the issues of the security of the digital learning environment in social, 'sychological, vital, addictive relations have not yet been refleected in the Digital Education Action Plan. However, it should be noted that cyberbullying issues in Euro'e have attpracted more and more attpention among scientists and 'ractitioners in recent years.
Theis case shows that in the Digital Education Action Plan for the EU countries: 1) Thee issues of 'ersonal safety in the digital environment are considered as 'riorities, along with the issues of organizing and ex'anding digital learning, overcoming the digital divide, etc.; 2) S'ecialized sections on 'rotecting a 'erson from threats are not 'resented in the document; 3) Issues of cyber ethics, including ethics of human relations with AI in the educational environment, are being raised as to'ical in the coming years; 4) Thee work of the Euro'ean Commission 'ays great attpention to countering social threats in the cyber environment (cyberbullying, etc.), which are considered in a set of measures to 'rotect human rights and dignity.

CONCLUSION
Theus, the following conclusions can be drawn regarding the assessment of security issues in a digital learning environment and their coverage in educational 'ractices: 1. In the context of digital transformation, the learning system significcantly changes the nature of the social interaction of its subjects, breaking old ties and forming new ones. Thee role of social skills, and inter'ersonal communication, formed in the 'rocess of educational and extracurricular activities, is extremely im'ortant for the formation of 'ersonality, and they should also be given an im'ortant 'lace in the context of digital transformation. A significcant role in the digital transformation is 'layed by the social well-being of the student, digital hygiene and the guarantee of the 'rotection of his rights and freedoms in the digital environment. Inter'ersonal communication among students in virtual classrooms is being re'laced by communication in social networks, which changes its nature and forms new social 'henomena (including risk-generating ones associated with destructive information im'act). In these conditions, 'ro'hylaxis of the social security in the digital educational environment is becoming one of its im'ortant com'onents in this system, which ensures the 'rotection of the rights and freedoms of the individual.
2. Thee guarantee of social 'rotection of individual rights in the information society should be associated ficrst of all with the 'ossibility of choosing a form of education (traditional, distance or hybrid), which should be taken into account when forming strategic documents in the ficeld of education develo'ment at the national and regional levels. Students and 'arents should have the right to decide whether it is worth turning to distance learning in a digital environment, unless it is caused by force majeure.
Another im'ortant 'arameter of social guarantees of human rights to education in the digital environment is the availability of resources, the 'rovision of which should not be com'letely transferred to the families of students.
3. Thee digital learning environment, created by order of modern governments in various countries, is becoming a concentration of large volumes of educational materials, tests and assignments 'erformed by students in many ways autonomously, the verificcation of which will be su''lemented in the near future with s'ecialized artificcial intelligence. Theis will create conditions under which the social background that motivates learning and activity, the formation of moral ex'erience, the dialogue with the Other, including the ex'erience of communication in the intercultural s'here, is 'ractically absent and is re'laced by the cyber environment, simulative community and communication. Theis requires the develo'ment of a system of social su''ort and accom'anying students, designed to strengthen social and emotional skills, moral forms of behavior in the digital environment.
Thee tasks of the social su''ort system should include, among other things: 1) su''orting families with technology difficculties and creating equal educational o''ortunities; 2) su''ort of inter'ersonal communication and the formation of social skills of the individual; 3) su''ort of a 'ositive social and emotional state in virtual classrooms; 4) 'revention of deviant manifestations and social threats in the network interaction of students, including cyberbullying; 5) develo'ment of codes of ethics for online education and training courses on the basics of safe behavior in the cyber environment.
4. Social security and well-being de'end on the 'revention of threats in the cyber environment that can intentionally harm the individual. Websites of educational organizations 'ost materials on the 'revention and countermeasures of 'ersonal threats in the digital environment. However, an understanding of the relevance of these ste's in a broad sense has not yet been achieved; a lag in res'onding to such challenges can lead to tragic consequences. Informing about existing threats alone is not sufficcient to counter them; a system of measures in educational institutions is needed to counter cybersecurity threats of a socio-'sychological orientation (along with the 'rotection of information and 'ersonal data).
5. In the education system in various countries, security issues in the digital learning environment remain largely underestimated. A number of universities in Asia and Euro'e demonstrate a high degree of concern for cybersecurity, while in Russian universities these 'roblems remain on the 'eri'hery of attpention. It should be noted that Euro'ean universities and ministries of education are more focused not on 'rotecting the system from cybersecurity threats, but on 'rotecting human rights and dignity. In Russia, using the exam'le of Moscow State University, one can note that high attpention is 'aid to social and 'sychological su''ort of students in the digital environment as a 'revention of network social threats.
6. Thee study of the best 'ractices in the ficeld of 'ersonal 'rotection from social cybersecurity threats becomes, in the context of digitalization of education, an o''ortunity to increase the com'etencies of each educational institution at all levels of education. In this regard, it is effeective to create a databank at the international level, accumulating measures to 'revent threats, develo' ethical codes of communication in the digital environment, including relations between humans and artificcial intelligence.
Thee system of social su''ort for students as one of the im'ortant elements of the digital learning environment should become one of the sources of 'revention of 'ossible deviations, addictions, destructive or self-destructive behavior, as well as the basis for 'rotecting the individual from threats in the cyber environment, violation of the rights and freedoms and dignity of the individual, 'rotection of 'ersonal data , to maintain and develo' the social environment of communication, to strengthen the skills of socialization of the individual both in the conditions of electronic culture and in real communication.