The psychological phenomenon of the negative impact of social networks on the political education of students

The purpose of this article is to comprehensively analyze the psychological phenomenon of the negative impact of social networks on students’ political education and to develop pedagogical approaches aimed at minimizing such influence within the context of the Development Strategy of New Uzbekistan. The methodological framework of the study is based on the theoretical analysis of the works of Uzbek and foreign scholars in the fields of political psychology, pedagogy, and media studies; an empirical survey of 60 students of the Tashkent State University of Oriental Studies aged 18–23, including three diagnostic blocks (sources of political information, emotional reactions, readiness for inter-political dialogue); and an analysis of normative-legal documents, including the «Uzbekistan – 2030» Strategy, the Law «On State Youth Policy», and the Concept of Youth Education in the Spirit of Patriotism. As a result of the study, four principal psychological mechanisms underlying the destructive influence of social networks on students’ political consciousness were identified and systematically analyzed in detail: the formation of “echo chambers” and algorithmic ideological polarization; the development of clip thinking and the decline in the capacity for systematic political analysis; the emotionalization of political perception through dopamine-dependency mechanisms; and the emergence of an illusion of competence amid the superficial consumption of political content. The empirical findings revealed that 88% of respondents use social networks as their primary source of political information; 63% predominantly experience anxiety and anger while consuming political content; only 28% are willing to engage in constructive dialogue with individuals holding opposing political views; and 52% demonstrate elements of dehumanization toward political opponents. Based on the synthesis of theoretical and empirical data, the study substantiates the necessity of introducing an integrated pedagogical model for the formation of ideological immunity within the higher education system of Uzbekistan. This model encompasses a cognitive component (media literacy courses, fact-checking, and understanding of algorithms), an emotional-value component (interactive methods, debates, and role-playing activities), and a behavioral component (active civic engagement, volunteerism, and student self-governance).