Formation of a Culture of Social Digital Responsibility in the Context of Educational Inclusion

The article is aimed at describing the formation of a culture of social digital responsibility, taking into account educational inclusion. Statistics and studies on the quantity and quality of personal time spent by the population of the planet on the Internet are analyzed. Analyzing and systematizing the work of various NGOs, scientists and specialists, digital citizenship rules are formed; the issues of digital responsibility, the formation of culture, inclusion in education are considered. In addition, the features that should be taken into account during inclusion in education are defined. The types of personality temperament are also considered; the relationship between the types of tasks for students and the peculiarities of their temperament, world perception and preferences is determined. The means, rules and principles of the culture of social digital responsibility and digital instruments that should be used in educational institutions in conditions of inclusion have been formed, because they help in attracting as many students as possible to the learning process and in easier assimilation of information. It is determined that the modern culture of social digital responsibility in the context of educational inclusion should contain not only the rules of conduct during communication or the use of the world wide web and the means of involving all students in the educational process, but also the basic principles of activity. The main problems of formation of a culture of social digital responsibility in the context of educational inclusion are also specified. The problem of forming a culture of social digital responsibility in the context of educational inclusion contains two components: the problem of digital behavior culture (students/teachers), and the problem of digital learning. The latter outlines the need to create conditions for the conscious perception of educational information by students/pupils, to attract their maximum number to the educational process through the use of effective digital instruments, the development of the authors’ own educational methodological approaches for any form of education (remote/full-time