CYBER-PEDAGOGICAL INTERPRETATION OF THE “ALPHA GENERATION”
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The article analyzes, from a pedagogical perspective, the phenomenon of the “digital generation”—especially Alpha and Generation Z—growing up amid the rapid consolidation of the digital environment. It examines how information and communication technologies (ICT) and the Internet influence socialization, value systems, learning capacity, and behavior, and discusses cognitive-psychological trends such as “echo chambers” generated by social networks, clip thinking (clip-like cognition), and multitasking. Within the framework of generational theory, the paper comparatively outlines the characteristics of Alpha, Z, Y (Millennials), X, Baby Boomers, the Silent Generation, and the Greatest Generation. In the context of Uzbekistan, it reviews the swift diffusion of the digital environment, legal-regulatory measures to protect children from harmful content, school–family–community collaboration, and cyber-pedagogical solutions. The central conclusion argues that educational strategies for the digital generation must foster an integrated set of competencies—media and digital literacy, a culture of cybersecurity, critical-creative thinking, and emotional intelligence.
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