SOCIAL MEDIA AS A SPACE OF DIGITAL SELF-PRESENTATION OF HIGHER EDUCATION STUDENTS IN THE CONTEXT OF NATIONAL-PATRIOTIC EDUCATION

Abstract

The article provides a theoretical analysis of social media as a space of digital self-presentation of higher education students in the context of national-patriotic education under conditions of Russia's full-scale armed aggression against Ukraine. The legal and regulatory foundations of the problem are substantiated: the Law of Ukraine «On the Basic Principles of State Policy in the Sphere of Affirming Ukrainian National and Civic Identity», the Strategy for Affirming Ukrainian National and Civic Identity until 2030, Order of the Ministry of Education and Science No. 527, and the State Targeted Social Programme until 2028. It is shown that the implementation of these regulatory documents obliges higher education institutions to integrate educational activities into the digital space of student life. The essence of the concept of «digital self-presentation» and the related phenomenon of «cybersocialization» is revealed, and the mechanisms of constructing a student's «network (digital) identity» are characterized. Drawing oncurrent sociological data (the Rating Sociological Group, IREX, Gradus Research, Internews), a shift in the public understanding of patriotism from symbolic to pragmatic, action-based forms (volunteering, donating, running a business during wartime, language identification) is identified, and the platform hierarchy of youth media consumption (Telegram, YouTube, Instagram, TikTok) is determined. Best practices of digital patriotic education in Ukrainian universities are generalized (the nationwide online flashmob «We Are the Descendants of Kobzar», initiatives of the Dnipropetrovsk State University of Internal Affairs and H. S. Skovoroda Kharkiv National Pedagogical University, student volunteer funds). A set of requirements for students' digital self-presentation is formulated and sub - stantiated: authenticity, reflective awareness, responsibility for one's digital footprint, adherence to digital etiquette and privacy, and civic responsibility for content. It is concluded that social media constitute a fully-fledged pedagogical environment for national-patriotic education, and that prospects for further research lie in the empirical study of how well these requirements are met and in the development of corresponding pedagogical technologies.