Keyword: «социальные сети»

The article discusses the role of visual media in the formation of cross-cultural understanding of culture. The article reveals the influence of media content on cross-cultural communication, including the processes of introducing and overcoming stereotypes, as well as overcoming cultural appropriation. Possible directions for the future development of visual media in the context of cross-cultural understanding of culture are highlighted.

Social media has significantly impacted the process of intercultural adaptation by providing new opportunities for interaction and information exchange between different cultures. This article explores how social media facilitates the adaptation process in intercultural contexts, examining how it helps individuals adjust to new cultural conditions and establish connections in the international environment. Key aspects of the influence of social media on intercultural adapta-tion are discussed, and recommendations are provided for more effective use of these platforms in the adaptation process.

The relevance of this work is determined by the need to overcome contradictions between technological progress and psychological-pedagogical challenges. Social networks have become an integral part of students' daily lives – over 80% of students use social networks daily not only for communication but also for searching educational materials, participating in study groups, and collaborating. At the same time, efforts to transform social networks into a full-fledged pedagogical tool are still incomplete. The aim of the research is to create a conceptual model for using social networks in education that integrates psychological, pedagogical, and ethical aspects. The methodological basis of the research includes: Marshall McLuhan's media education theory, J. Selvin's digital pedagogy theory, Danah Boyd's and Sherry Turkle's psychological models of digital socialization, as well as pedagogical concepts of blended learning and network interaction. The main results of the work are presented in the form of a conceptual model. The developed model is comprehensive and it is based on three key components: psychological, pedagogical, and ethical. The focus areas of these components are: psychological – specific features of students’ digital socialization and the impact of social networks on their emotional intelligence; pedagogical - methodological aspects of using platforms for educational purposes; ethical - ensuring safe interaction in the digital space. A system of principles for the functioning of the model has been developed, along with an implementation algorithm and criteria for evaluating educational content. Methods for minimizing risks and recommendations for implementing the model have been proposed. The following algorithm for implementing the model is suggested: preparatory stage, design stage, technical stage, participant preparation stage, pilot stage, scaling stage, and sustainable operation stage. For implementing the model, it is proposed to use the following control point groups: organizational, methodological, technological, and psychological-pedagogical. This research contributes to the development of scientific knowledge by systematizing disparate approaches to integrating social networks into education and proposing an interdisciplinary model that combines psychological, pedagogical, and technological aspects, determining the optimal balance between the educational opportunities of social networks and methods for minimizing their risks through the use of an original taxonomy. The practical significance of the research lies in developing recommendations and algorithms for educators.

The article examines the concept, distribution channels and directions of countering the propaganda of terrorist activities among young people. Special attention is paid to social networks, which are actively used to spread terrorist ideology in the context of the intensive development of digital technologies.