The impact of the digital environment and information overload on the cognitive state of students in the context of the «Zhana Kazakhstan» program

Objective. The study seeks to examine how intensive exposure to digital technologies and excessive information flow affect learners’ cognitive functioning, particularly attention, memory, and processing efficiency, as well as to evaluate potential risks to academic performance in highly connected learning environments within the context of the educational transformation under the «Zhana Kazakhstan» program.

Materials and methods. An empirical survey was conducted among 54 adolescents (mainly 17-18 years old). Data were collected through an 18-item questionnaire covering patterns of digital device use, distraction frequency, study habits, and self-reported cognitive states (focus, memory, concentration, and fatigue). The results were analyzed using descriptive statistical techniques to identify general tendencies and relationships.

Results and discussion. The findings indicate intensive daily use of digital devices, with a significant proportion of respondents (48.1%) spending more than six hours online. Many participants reported regular interruptions during study sessions and a tendency to switch between tasks. More than half (57.4%) experienced reduced ability to maintain focus, while a notable share (33.4%) indicated difficulties retaining recently learned material. Signs of cognitive strain, including tiredness and perceived overload, were also widespread. These patterns suggest a transformation in cognitive functioning characterized by reduced depth of information processing and increased fragmentation of attention. Within the framework of the «Zhana Kazakhstan» program, this creates a tension between digital advancement and the preservation of stable cognitive functioning.

Conclusion. The results demonstrate that excessive digital exposure is associated with cognitive strain, including weakened concentration and memory efficiency. However, students’ awareness of these effects provides an opportunity to promote more conscious and regulated use of technology. Ensuring a balance between digital innovation and cognitive well-being remains a key challenge for modern education.

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