The Vth International Psychological Forum «Child in the Digital World» took place

On June 1-2, 2025, the largest ever scientific event in the field of child development and education took place in Moscow — the Vth International Psychological Forum entitled “Child in the Digital World”. The Forum brought together more than 7,000 experts in the fields of childhood studies – including psychologists, teachers, sociologists, health workers, journalists, linguists, developers of digital educational products, and numerous other specialities. The Forum was organised by the Federal Scientific Centre for Psychological and Interdisciplinary Research, together with the Psychology Faculty of Lomonosov Moscow State University in conjunction with the Russian Psychological Society. The Forum was held with the support of the Ministry of Science and Higher Education of the Russian Federation, the Russian Federation Council Committee on Science, Education and Culture, and the Commission of the Russian Federation for UNESCO.

Yuri Zinchenko, Dean of the Psychology Faculty of Lomonosov Moscow State University, Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology, addressed the participants of the Forum with a greeting. In his address, he expressed special gratitude to the Commission of the Russian Federation for UNESCO and noted the fruitful work of the Forum in achieving UNESCO’s strategic objectives, with its true interdisciplinary framework. Lilia Gumerova, Chairwoman of the Russian Federation Council Committee on Science, Education, and Culture, noted that the joint reports of Russian and foreign scientists presented at the Forum reflect the common, global patterns of the impact of digitalisation on the development of children and adolescents. Alexander Alimov, Executive Secretary of the Commission of the Russian Federation for UNESCO, drew attention to the particular importance of reports from participants from BRICS countries based on the results of joint work. Denis Sekirinsky, Deputy Minister of Science and Higher Education of the Russian Federation, highlighted the efforts of specialists and researchers of the Forum studying childhood that allow the state to choose the right directions in supporting young people. Dmitry Likhanov, Chairman of the Russian Children’s Fund, President of the International Association of Children’s Funds, famous writer, and Honoured Journalist of the Russian Federation also sent his greetings to the participants of the Forum. He emphasised the importance of honest and open dialogue for the development of society in a world changing against the backdrop of digitalisation.

During the Vth International Psychological Forum “Child in the Digital World”, ten symposia were held, and reports of over 300 speakers from more than 60 countries were presented.

In the section “Artificial Intelligence for Learning and Development” the reports were focussed on topics related to the introduction of digital technologies into the educational environment, their potential, and resulting challenges in working with children. Jinjin Lu (China), Associate Professor at the Academy of Future Education of Xi’an Jiaotong-Liverpool University, spoke about the introduction of AI into China’s preschool education system. She emphasised the need to adapt such solutions to age-related characteristics and the importance of the ethical component. Constantine Andoniou, Associate Professor and Head of the Department of Social Sciences at Abu Dhabi University (UAE), presented an analysis of the role of generative AI in education. He noted that digital childhood requires updated pedagogical strategies and reliance on individualisation of learning. Helmi Norman, Associate Professor, Deputy Director of the Teaching and Curriculum Development Center at University Kebangsaan (Malaysia), spoke about the possibilities of using AI, augmented reality, and metaverses in school practice. He emphasised the need for pedagogical navigation in these new digital spaces. Evren Yigit, Content Director and Co-founder of Mako (Turkey), noted the importance of high-quality media content in the era of AI. In her opinion, the content should not only educate but also develop critical thinking and sustainable values in children. Yuliana Slascheva, Chair of the Board of Directors of the Company «Soyuzmultfilm» Film Studio, spoke about the transformation of media consumption - from television to short digital formats. She noted the importance of creating relevant content capable of competing with the fast “scrolling” culture of the new generation.

In the section “Socialisation in the Digital World”, issues were discussed regarding the impact of digital technologies on the processes of personality development, emotional well-being, and interpersonal interaction of children and adolescents. Galina Soldatova, Doctor of Psychological Sciences, Professor at the Faculty of Psychology of Lomonosov Moscow State University, presented an analysis of the transformation of personality among Russian teenagers in the context of digital socialisation, paying special attention to issues of psychological well-being and professional self-determination in the final period of childhood. Andik Matulessy, Associate Professor at the Faculty of Psychology of the University of August 17, 1945 (Surabaya, Indonesia), President of the Indonesian Psychological Association (HIMPSI), spoke about the causes, consequences, and measures to overcome internet addiction among teenagers, emphasising the importance of culturally adapted prevention strategies in Southeast Asian countries. Dmitry Kornienko, Doctor of Psychological Sciences, Senior Researcher at the Federal Scientific Center for Psychological and Interdisciplinary Research, presented the results of a joint project with colleagues from the Faculty of Psychology at the University of Havana, reporting on universal and culturally determined changes in behaviour and emotional regulation among young people. Special attention was given to an international study on screen time among preschoolers, presented by Natalia Rudnova, Candidate of Psychological Sciences, Researcher at the Federal Scientific Center for Psychological and Interdisciplinary Research; in collaboration with Dragana Zanini (University of Novi Sad, Serbia); Lijia Zhang (Lomonosov Moscow State University); and Yaser Ramirez Benitez (Carlos Rafael Rodríguez University of Cienfuegos, Cuba). The report presented and compared data from Russia, Serbia, China, and Cuba, allowing for an assessment of current trends in the structure of leisure activities and digital habits of preschoolers, as well as the consequences of these changes for the cognitive and emotional development of children.

The section “Learning Mathematics in the Digital World” was devoted to innovative approaches to teaching mathematics and understanding digital tools in educational practice. Anastasia Lobanova, Researcher at the Laboratory of Primary School Psychology of the Federal Scientific Center for Psychological and Interdisciplinary Research, together with Elena Vysotskaya and Mariya Yanishevskaya, Candidates of Psychological Sciences and Leading Research Scientists of the same laboratory, presented a joint report on a new stage in the development of learning situations using the “Equilibrium” computer simulation. Their research demonstrates how the digital environment can contribute to the formation of conceptual thinking and understanding of cause-and-effect relationships in younger students. Next, Anastasia Sidneva, Candidate of Psychological Sciences and Senior Researcher at the Department of Educational Psychology and Pedagogy of Lomonosov Moscow State University, addressed the perception of mathematics teaching in the first grade by teachers themselves. She analysed which teaching approaches seem most effective to teachers and how digital resources can either support or complicate this process. From an international perspective, Wellington Lima Cedro from the Federal University of Goiás (Brazil) presented his experience in creating a mathematics club as a space for joint development of students and educators. According to him, such initiatives contribute to motivation, engagement, and growth of mathematical literacy in the digital age. Also within this section, Yolanda Rosas Rivera, Professor at the National Pedagogical University of Mexico (Mexico), presented a report on students’ reflection on their own strategies for solving mathematical problems. The symposia was concluded by Claudia Ximena González Moreno, Researcher at the Pontifical Xavierian University (Colombia), with a report on the development of symbolic functions as the basis for learning mathematics in school. Her work demonstrated how the formation of abstract thinking and symbolic operations can be enhanced through digital learning environments.

The most eagerly received and popular reports at the Forum were those that showed how the digital world affects young children and teenagers, in terms of inclusivity, emotional well-being, and media literacy. Jorge Enrique Torralbas Oslé, professor at Faculty of Psychology of University of Havana, president of Cuban Psychological Society, presented a report on the problematic use of social networks by adolescents. He focused in detail on how emotional intelligence and parental mediation can influence the perception of one's own body, preventing the development of negative self-esteem and the risks associated with it. Eileen Africa, associate professor at the Faculty of Medicine and Health Sciences at Stellenbosch University (South Africa), emphasised the importance of physical activity in early childhood. She presented data on how excessive screen time reduces the development of basic motor and cognitive skills, calling movement the real “magic” of early development. Heidi Flavian, Associate Professor at the Academic College of Ahva (Israel), addressed the topic of inclusive education in the context of digital transformation. The presentation analysed the possibilities and limitations of using digital technologies to support students with disabilities, as well as the important ethical and pedagogical dilemmas that arise in this process. Olga Mezentseva, Deputy Director for Science and Educational Activities at the Russian State Children's Library, presented the results of large-scale interdisciplinary research on children's reading in the context of digitalisation. The focus of her study was on changes in reading activity and new formats of interaction with text arising under the influence of digital media. Linda S. Pagani, Professor at the University of Montreal (Canada), gave a presentation on the relationship between excessive screen time and emotional distress in children and adolescents. She emphasised that an excess of digital stimuli not only reduces concentration but also exacerbates feelings of loneliness, leading to impaired social adaptation and reduced motivation to learn. Nilza González Peña, associate professor at the Faculty of Psychology at the University of Havana and specialist at the Cuban Institute of Cinematographic Art and Industry, together with actor Maikel Chávez, spoke about the Animaseñas project and the universe of Federico Maldemar. This creative project combines science and art, offering children inclusive formats for learning and socialisation using animation and visual metaphors. Sara Malo Cerrato, associate professor at the University of Girona (Spain), raised the important issue of the psychological well-being of adolescents in the digital context. Her presentation focused on the importance of active listening by adults and peers as a support resource that reduces anxiety and emotional isolation in the context of constant online interaction. Sandra Liliana Cuervo, Nere Amenabar Perurena, and Itxaro Etxague Goia (representatives of the UNESCO Chair in Communication and Values Education, University of the Basque Country, Spain) presented a report on the development of media and information literacy in the school environment. The speakers emphasised the importance of integrating critical information analysis skills into the educational programme, especially in the era of AI-generated content.

The section, organised by representatives of the World Organisation for Early Childhood Education (OMEP), was dedicated to the exchange of international experience in the field of early childhood education. Under the leadership of Larisa Shevchenko, president of the Russian OMEP committee, participants from various countries discussed problems and pedagogical challenges, as well as shared practical experiences in teaching children, taking into account the cultural context. In her own report, Larisa emphasised the importance of project activities as a means of integrating the UN’s Sustainable Development Goals into the educational environment. Nektarios Stellakis (Greece) drew attention to the fundamental role of early education in building a sustainable future. Matteo Corbucci (President of the OMEP Committee in Italy) presented an original practice of puppet animation as a way to develop children's creative self-expression in a digital context. Bernardo Aguilar (Mexico) shared practices for supporting self-regulation in preschoolers through the organisation of a high-quality educational environment. Nigora Khidoyatova (Uzbekistan) spoke about the balance between innovation and tradition in modern preschool education in her country.

The Forum presented the results of the work of not only Russian but also international UNESCO chairs. Candido Alberto Da Costa Gomes (Portugal), professor of education and director of the Center for Research, Innovation, and Development at the Fafe Institute of Higher Education, founder and honorary member of the UNESCO Chair in Education, Youth, and Society, presented an analysis of the impact of the digital environment on young people. The team of Sandra Liliana Cuervo (Spain), researcher at the Department of Didactics and Organisation of Education at the University of the Basque Country, permanent member of the UNESCO Chair in Communication and Values Education, presented a cross-cultural study on the experience of developing media literacy in the school environment. Daniel Arturo Hernández Rodríguez (Colombia), director of the UNESCO Chair in Child Development and coordinator of the master's programme “Childhood and Culture” at the Francisco José de Caldas District University, highlighted the pedagogical challenges of the digital age for the preschool education system. Rosa Maria Vicari (Brazil), coordinator of the UNESCO Chair in Communication and Information Technologies in Education, together with her colleagues, spoke about the development of a programme for teachers on the implementation of artificial intelligence technologies in the classroom.

The Forum served as a platform for sharing experiences, discussing current issues, and seeking new solutions in the field of education and child development in the digital age. Forum participants expressed their gratitude to the organisers for the opportunity to discuss topical issues and share experiences that contribute to the creation of a harmonious digital environment for children.

More details about the reports can be found at https://digitalchildhood.org/ 

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