PSYCHOLOGICAL BARRIERS IN THE FORMATION OF DIGITAL COMPETENCES OF FUTURE MARKETERS AND WAYS TO OVERCOME THEM

Abstract

The study is aimed at identifying psychological barriers that hinder the formation of digital competencies of future marketers and substantiating a set of psychological and pedagogical strategies for overcoming them. Materials and methods. Theoretical and analytical method for studying the fundamental concepts of stress, coping and self-efficacy, content analysis of empirical studies of digital competence and computer anxiety, structural and functional analysis for identifying psychological mechanisms; generalization for developing an integrated system of strategies. Within the first task, psychological barriers were identified that significantly slow down the formation of digital competencies of future marketers.

 The key ones are: digital anxiety, which manifests itself in the fear of error and loss of control; technological avoidance associated with compensatory behavior of the avoidance coping type; low digital self-efficacy, which reduces the willingness to use complex digital tools; cognitive overload caused by the complexity of marketing platforms and the volume of digital data; maladaptive attitudes that form the belief “I am not able to master digital tools”. Within the framework of the second task, an integrated set of psychological and pedagogical interventions has been formed, which covers three interrelated areas.

 The first block is emotional-regulatory strategies aimed at reducing digital anxiety: creating an environment of psychological safety, gradual emotional desensitization of digital tasks, cognitive reappraisal techniques and mindfulness practices that allow students to gradually enter digital learning without fear of making mistakes. The second block is cognitive strategies that optimize the perception of digital complexity: gradual structuring of the material, reducing cognitive load through scenario models, using analogies and knowledge maps, as well as overcoming maladaptive beliefs using the principles of cognitive behavioral therapy. The third block is pedagogical strategies for increasing digital self-efficacy, which include providing mastery experiences, social modeling, constructive verbal reinforcement, and working with the emotional and physiological states of the student.