DYNAMICS OF META-SUBJECT RESULTS OF GENERATION Z ADOLESCENTS IN THE PROCESS OF CYBER-SOCIALIZATION IN THE CONDITIONS OF THE GENERAL EDUCATION PROCESS

Abstract

The article examines the discrepancy between the spontaneous cybersocialization of Generation Z adolescents and the Federal State Educational Standard (FSES) requirements for meta-subject learning outcomes. The study aims to identify the dynamics of regulatory, communicative, and cognitive universal learning activities in the context of managed educational cybersocialization. In a longitudinal experiment, the “Digital Coworking in the Lesson” model, integrating cloud services, educational chats, and gamified task management, was implemented in the experimental group. A W-shaped nonlinear dynamic was observed: a phase of “digital chaos” was followed by significant growth with pedagogical moderation. The quality of meaningful hypertext reading and communicative universal learning activities improved, while deadline misses decreased. It is demonstrated that cybersocialization acts as a mediator, transforming clip-based thinking into systemic meta-thinking, while external game-based motivation is internalized into self-discipline. The key to effectiveness is the transition from a prohibitive model to a convergent one with a mandatory didactic framework. Recommendations are given for the implementation of the course “Digital Hygiene and Metacognition”.