THE CLIP-BASED FORMAT OF STUDENT THINKING AS A FACTOR IN THE TRANSFORMATION OF PEDAGOGICAL DISCOURSE

Abstract

The article discusses the transformation of pedagogical discourse in the context of students’ fragmented thinking. It analyzes the characteristics of modern student perception of information, including fragmentation, superficiality, emotional dominance, the dynamics of attention switching, and multimodality. The scientific novelty lies in examining pedagogical discourse through the lens of fragmented thinking, while its practical significance lies in the potential application of the proposed model to improve the effectiveness and adaptability of the educational process. The article demonstrates that these cognitive characteristics require a shift in the traditional paradigm of pedagogical discourse. It is argued that the main forms of educational activity today should be modular lectures, interactive discussions, multimedia presentations, and case studies. Each of these forms, adapted to the specifics of fragmented thinking, helps maintain students’ attention and creates conditions for increasing the effectiveness of both pedagogical discourse and pedagogical activity as a whole.