Peculiarities of university students' perception of value-oriented content

The problem of value formation and perception in the digital environment is becoming increasingly significant due to changes in the nature of educational and upbringing activities at universities. This research analyzes students' perception of value-oriented content as an element of the modern university upbringing environment. The theoretical foundation is based on the concepts of the axiological approach in education, narrative pedagogy, and identity theory. It is determined that the effectiveness of upbringing influence in the digital space is largely defined by the content format, the specifics of the digital environment itself, and that the perception of content is directly linked to the individual's pre-existing value system. Within the framework of a quasi-experimental study, the features of the emotional response of a youth audience to various formats of digital value transmission are examined. Visual stimuli were chosen as research materials: publications from the university's social networks and videos reflecting the most socially significant value in the youth environment-the value of family. The selected visual stimuli included a publication from the official social network of a Russian university, dedicated to the Day of Family, Love, and Fidelity, and two videos: a social advertisement also dedicated to the Day of Family, and an advertisement for the national "Demography" project. The selection criteria for the stimuli were: open access on the Internet; orientation towards a youth audience; emphasis on the value of family; and a visual-narrative character. Data collection was carried out using a feedback questionnaire that recorded the emotional experiences arising in respondents during the perception of each stimulus. The study involved 45 students (aged 17-28) from universities in Tomsk. The results of the study demonstrate that, for instance, the use of staged plots and straightforward moralizing is interpreted by students as a form of imposition and pressure, whereas contextual authenticity and the genuineness of characters enhance identification and foster stable emotional responses, especially in a narrative format. The analysis of students' reactions to visual stimuli reveals varying effectiveness of digital pedagogical technologies depending on the degree of authenticity, format, and presentation context. The conclusions of the research allow for the following recommendations to enhance the effectiveness of value-oriented upbringing work in the university's digital environment: prioritize authentic narratives when choosing formats; strive to ensure identification and trust from the youth audience; focus on the dialogic and interactive nature of content; consider the negative (destructive) potential of social networks and the Internet environment. The authors declare no conflicts of interests.

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