PSYCHO-PEDAGOGICAL PRINCIPLES OF ERGONOMIC ADAPTATION OF DIGITAL INTERFACES FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Introduction. The relevance of the study is driven by the rapid digitalization of the educational process, the expansion of distance and blended learning, and the need to ensure not only the technical accessibility of digital resources but also the psychological comfort and safety of learners. Particular attention is required to analyze the relationship between digital interface characteristics, cognitive load, a sense of control, self-efficacy, psychological comfort, and learning anxiety among students with special educational needs. Purpose. To provide a theoretical substantiation of the psychological and pedagogical foundations for the ergonomic adaptation of digital interfaces for students with special educational needs. Scientific Novelty. A conceptual model of the relationship between «ergonomic adaptation of digital interface – cognitive load – sense of control – psychological comfort – learning anxiety – learning activity» has been proposed. The expediency of combining principles of digital accessibility, universal design for learning, and psychological-pedagogical support in creating an inclusive digital educational environment is substantiated. Conclusions. Based on the analysis of scientific literature, universal design for learning frameworks, and international digital accessibility guidelines, the key principles of ergonomic adaptation for a digital educational environment have been systematized: accessibility, simplicity, predictability, structuredness, consistency, personalization, multimodality, and user control. It is demonstrated that an insufficiently adapted interface creates additional cognitive load, complicates navigation, lowers self-competence, and increases emotional tension. Practical directions for adapting digital interfaces are defined, taking into account the sensory, cognitive, communicative, and emotional-behavioral characteristics of students.