The state standards of general education in Republic of Armenia suggest that a modern school should provide an opportunity for the implementation of various types of educational and extracurricular work using digital technologies (ESCS, 2021). Like any social change, the digitalization of education has multidirectional consequences creating not only new opportunities for teachers and students, but also certain risks and threats. In order to increase the effectiveness of the widespread use of digital educational technologies, it is necessary to timely monitor and analyze these risks, and provide recommendations to mitigate their negative consequences. This problem has acquired particular relevance due to COVID-19 pandemic worldwide.

With the beginning of the process of introducing digital technologies in education, the educational opportunities of institutions have significantly expanded. In particular, such learning formats as online learning, flipped education, various mobile platforms, microlearning and many others are actively developing. The construction of a digital educational process requires the development of a new direction in pedagogical science - digital didactics. Digital didactics is a branch of pedagogy aimed at organizing the educational process in the context of the digitalization of society (Bezoluk et al., 2021). This discipline transforms and supplements didactics, adapting them to modern realities.

The dominant topic of discussion is the prospects and difficulties of digital transformation of education. The prospects for the development of e-learning, presents didactics schemes before digitalization and after its appearance (Andrey, 2013). The peculiarities of digitalization of education with its challenges presented in the empirical study indicating difficulties and how they can be resolved (Dvoryanchikov et al., 2016). Kergel and Heidkamp-Kergel (2020) suggest integrating the theory and practice of digital-based learning, designing the educational process, and also reveal the prospects for e-learning.

Since, there is no research in the field conducted in Armenia, the statistics provided by Russian authors might be useful (Soldatova G.U., Rasskazova E.I., Nestik T.A., 2017), (“Ilana Eleá and Lothar Mikos (Eds), Young & Creative: Digital Technologies Empowering Children in Everyday Life,” 2018). The number of children with a high level of Internet activity has increased more than twice: 32% of school students spend about a 1/3 of the day online (G.U. & E.I., 2016). Modern children for the first time enter the virtual space at the age 3-4 years old, some even earlier (Morozova & Svinar, 2019). Future graduates of pedagogical specialties will meet exactly this generation of children (Generation Z).

It should be noted that the education informatization is accompanied by numerous risks of a different nature including methodological, technological, personal (Manahova, I. V. 2012). The problem is especially acute when it comes to the less positive aspects of digitalization of education. Let's try to present the dangers that are obvious to both doctors and teachers.

Thus, the main purpose of the current research is to identify the pitfalls and dark sides of digital education that are not always voiced or thoroughly researched․ Based on the purpose the research question is formulated as follows: Does the education digitalization considered to be a great blessing and acts as a sign of high-level civilization and selectivity?

Within the frame of current study literature review methodology was used to identify what has been written on digitalization of education, and aggregate the empirical findings related to a narrow research question to support evidence-based practice. As a result, it became possible to generate new contexts and theories and categorize themes or questions requiring more investigation (Paré, Trudel, Jaana, & Kitsiou, 2015). Once appropriately conducted, review articles represent powerful information sources for practitioners in the field to guide their decision-making and work practices (Paré, Trudel, Jaana, & Kitsiou, 2015). For this purpose, the exact criteria for article selection were identified. All the reviewed articles were: • published not earlier than 8 years ago; • had key word in searching “digital education”, “digital didactics” and/or “e-learning”; • no more that 10-12 article need to be selected for revision.

Findings of the conducted research indicate: 1. Health related unproven technologies․ There is few research on “digital education”, proving its impact on children health and development. 2. Loss of writing skills. Less attention is paid to handwriting. 3. Loss of ability to perceive large texts. Searching information on the Internet leads to the fast reading, without delving into the essence. 4. Screen addiction. It is now known that iPads/smartphones/Xboxes are a form of digital drug. 5. Lack of social skills and decreased level of social interaction. Children become emotionally dull; communication with peers become unnecessary, as computer world is pulling them into its depths. 6. Digital dementia/loss of mental faculties. Advanced digital technologies have a negative impact on orientation in space, memory, language. 7. Wi-Fi related electromagnetic radiation. Wireless networks are unsafe for children; however, this technology is implied in educational settings. 8. Speech development problems. Gadgets develop dyslexia in children. 9. Visual problems. The screen image differs from the paper image. 10. Computer/gaming addiction. Often, if a child lives in virtual world, parents had serious difficulties to pull him out of there. 11. Rejection of paper textbooks. In the near future paper textbooks will be completely eliminated. The digitalization of education is spreading into more and more areas. Therefore, it becomes necessary to analyze its aspects. So, answer to the question if education digitalization considered to be great blessing and acts as a sign of high-level civilization and selectivity, is definitely “No”. For each point presented, it’s necessary to conduct an in-depth study, determine its impact and provide effective solutions. It’s necessary to carefully investigate and identify all the negative/damaging consequences that may arise in process of organizing e-learning. To date, many methodological issues of the implementation of e-learning, which are the basis of further research, also remain unanswered.

Andrey, P. (2013). E-didactics: To whom, why and in what form it is needed. Educational Technologies and Society, 4(16), 326–344. https://readera.org/e-didaktika-komu-zachem-i-v-kakom-vide-ona-nuzhna-14062510 Bezoluk, S., Azarko, E., Danchenko, I., & Kupriyanov, I. (2021). Fundamentals of Digital Didactics: Specifics and Development at the Present Stage. E3S Web of Conferences, 258, 07059. https://doi.org/10.1051/e3sconf/202125807059 Dvoryanchikov, N., Kalashnikova, T., Pechnikova, L., & Frolova, N. (2016). Electronic Learning in Educational Process: Problems and Perspectives. Психологическая Наука и Образование, 21(2), 76–83. https://doi.org/10.17759/pse.2016210209 ESCS, R. A. (2021). The state standards of general education in RA. RA MoESCS. https://escs.am/am/category/standard?s=edu (Last accessed 16/01/2021) G.U., S. G. U., & E.I., R. (2016). Models of digital competence and online activity of Russian adolescents. National Psychological Journal, 2, 50–60. https://doi.org/10.11621/npj.2016.0205 Ilana Eleá and Lothar Mikos (eds), Young & Creative: Digital Technologies Empowering Children in Everyday Life. (2018). European Journal of Communication, 33(2), 251. https://doi.org/10.1177/0267323118764465i Kergel, D., & Heidkamp-Kergel, B. (2020). E-Learning, E-Didaktik und digitales Lernen. E-Learning, E-Didaktik Und Digitales Lernen. https://doi.org/10.1007/978-3-658-28277-6 Manahova, I. V. (2012). Risks of education informatization. Regional Information Security, 2, 47-51. Morozova, M., & Svinar, E. (2019). Necessity to Research Risks of Education Digitalization for Successful Training of Future Teachers. ARPHA Proceedings. https://doi.org/10.3897/ap.1.e0422 Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management; 52(2):183–199. Soldatova G.U., Rasskazova E.I., Nestik T.A. (2017). Russian Digital Generation: Competence and Security. Smysl. https://vk.com/doc6711949_588971771?hash=b91f65b2504fed8746