COGNITIVE BIASES, DIGITAL ADDICTION, AND DIGITAL IGNORANCE IN THE MILITARY EDUCATION PROCESS

Abstract

The article analyzes the impact of cognitive biases, digital addiction, and digital ignorance on the effectiveness of the military education process. It reveals the psychological mechanisms of forming addictive behavior in higher education seekers (hereinafter referred to as seekers) in the context of digitalization and shows that biased confirmation, the availability effect, optimistic bias, and the illusion of multitasking reduce concentration, analytical abilities, and the quality of decision-making, which subsequently negatively affects the process of training military specialists for future military (combat) activities.

The results confirm that the prevalence of entertaining digital content reinforces cognitive biases and digital addiction, while conscious self-regulation of digital behavior and adherence to the principles of digital hygiene contribute to the effectiveness of military education, professional reliability, and psychological resilience of future military specialists.

The study also demonstrates that intensive interaction with digital platforms and mobile devices reshapes information perception, increases cognitive load, and fragments attention, which is critical in training environments requiring rapid and accurate decision-making. Information overload and digital distractions may weaken situational awareness, analytical consistency, and cognitive endurance. Integrating adaptive educational strategies that consider cognitive and behavioral characteristics of seekers enhances learning efficiency and supports stable cognitive performance. These results have practical significance for improving military education programs, optimizing training scenarios, and ensuring the readiness of future military specialists to operate effectively in modern digital and informational environments.