Діалогічне мислення як психолого-філософська основа формування самоідентичності підлітка в умовах цифровізованого шкільного середовища

The article is devoted to the consideration of dialogical thinking as a psychological and philosophical phenomenon, which is the central mechanism of self-awareness and self-identity of adolescents in the school environment. The study examines the phenomenon of dialogical thinking as a psychological and philosophical structure that underlies the formation of self-identity in adolescents in the context of the digital school environment. It has been established that effective identity formation depends on the subject's ability to reflect, self-present, and engage in dialogue with others in a multidimensional digital context. The data presented allow us to conclude that dialogical thinking is the foundation for the formation of adolescent self-identity in the school environment. It is noted that it ensures not mechanical memorization, but the development of reflective competence, the ability to evaluate, self-regulate, and express oneself socially. The article found that the conditions of educational dialogue correlate with the growth of adolescents' ability to think independently and process information creatively. It is emphasized that the prospects for research lie in the development of empirical tools for measuring dialogical thinking in schoolchildren. It is emphasized that the integration of dialogical strategies into specific school programs in literature and the humanities must be implemented in the educational process. It has been proven that it is advisable to introduce neurophysiological correlates of dialogism in adolescence. Thus, we have proven that these directions will contribute to a further understanding of the messages of humanistic pedagogy in the context of modern education.