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Can Digital Transformation Solve the Problem of Arctic Youth Migration Outflow?

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Can Digital Transformation Solve the Problem of Arctic Youth Migration Outflow? sustainability Article Can Digital Transformation Solve the Problem of Arctic Youth Migration Outflow? Vadim E. Ljovkin 1, Gennadij F. Detter 2, Josif L. Tukkel 3, Elena Gladun 4 and Anastasia O. Ljovkina 5,* 1 Department of General and Social Psychology, Institute of Psychology and Pedagogy, Tyumen State University, 625007 Tyumen, Russia; [email protected] 2 Socio-Economic Research Sector, Arctic Scientific Research Center, 629007 Salekhard, Russia; [email protected] 3 Graduate School of Cyber-Physical Systems and Control, Peter the Great St. Petersburg Polytechnic University, 195251 Saint Petersburg, Russia; [email protected] 4 Institute of State and Law, University of Tyumen, 625007 Tyumen, Russia; [email protected] 5 Department of Economic Security, System Analysis and Control, Financial-Economic Institute, Tyumen State University, 625007 Tyumen, Russia * Correspondence: [email protected]; Tel.: +7-982-903-8395 Received: 24 November 2020; Accepted: 17 December 2020; Published: 21 December 2020 Abstract: Youth educational migration is an urgent problem for most Arctic cities. In particular, this problem is extremely important for Russia in the context of changing the paradigm of the planned development of the Arctic oil and gas economy into indefinite long-term prospects and scenarios of Arctic development. This situation led to reducing social-economic northern benefits and compensations and strengthens the trends of Arctic youth educational migration. However, the experience of digital transformation and forced distance learning due to the pandemic of 2020 could bring young people a new understanding of the opportunities of digitalization, influencing their migration decisions. To clarify the potential of digital technologies in solving the problem of youth migration outflow in the Russian Arctic, we surveyed the students at technical schools and colleges of the Yamal-Nenets autonomous area, Russia; sample size 1532 students in total. The analysis of the survey’s results proved the intention of most respondents to move to larger cities in non-Arctic territories. Together with that, we revealed a high potential of digital technologies in addressing the problem of youth migration which was previously considered unsolvable. In particular, the accessibility of quality distance education can sufficiently increase the attractiveness of Arctic territories for youth life, study, and development. Basing on the research results, we suppose that Arctic youth migration outflow can be sufficiently decreased if the measures proposed in the research are implemented with the help of digitalization. Keywords: youth migration; educational migration; Arctic migration; digitalization; distance education 1. Introduction Digital technologies constantly expand opportunities to solve social problems that previously had no solution with the traditional methods and approaches. One of such problem is the Arctic youth migration outflow, mostly educational migration: in 2018, the difference in migration of young people in the age range of 15–19 was 297 in the Republic of Karelia, 1360 in the Komi Republic, 1399 in the Arkhangelsk region, 1268 in the Murmansk region, 1164 in the Yamal-Nenets autonomous area, 1157 in the Republic of Sakha (Yakutia), and 165 in the Chukotka Autonomous District [1]. Since the vast majority of those young people who have left do not return to their native villages or small towns, this situation stipulated numerous human resource problems in the “donor territories”, which, Sustainability 2020, 12, 10685; doi:10.3390/su122410685 www.mdpi.com/journal/sustainability Sustainability 2020, 12, 10685 2 of 12 in turn, further stimulates the youth migration outflow [2]. Thus, in 2004, 14% of the polled eleventh graders living in small towns intended to stay in their hometowns after graduation from school, and in 2015 it was only 4% [3]. A low percentage of return migration does not save the situation in the “donor territories” [2,4–6], including Arctic regions [1]. Non-return youth migration to the big cities is a steady world trend in the context of rapid urbanization, which appears stronger in the northern territories because of their unfavorable conditions for living. The urgency of this problem became extremely high for the Russian Arctic due to its increased world and national strategic meaning and the importance of its sustainable development [7,8]. At the same time, decreasing youth migration outflow is extremely difficult, considering the specificity of general socioeconomic, environmental, and demographic challenges in the Arctic territories, including harsh climate, remoteness, low density of populations [9], and overall negative net migration rate [10]. The previous research on Arctic intellectual capital showed that a decline in social–economic development of the Arctic regions is sufficiently stipulated by the decline in the level of human capital needed for the next technological transformations [11]. This study aims to identify the potential for digitalization to attract youths to live, study, and develop in their home Arctic cities. In practical terms, the research is aimed at investigating the perspectives of digitalization in solving the problem of youth migration outflow. A better understanding of these perspectives allows for building a more effective and relevant policy of human development in the Arctic region of Russia in compliance with the purposes of Arctic sustainable development and considering digitalization trends. The study is focused on the Russian Arctic, but the problem and discussion of the results are also important for other countries for which the problem of youth migration outflow is urgent. 2. Materials and Methods 2.1. Theoretic Foundation Numerous studies show that the main reason for youth migration is to go to study in large cities [5,6,12–15]. Educational migration explains about 80% of youth migration cases [6]. All other reasons share the remaining 20%: poor job prospects, low salaries, lack of ample opportunities to spend leisure time, high costs of going on vacation, unfavorable climatic conditions, etc. Consequently, digitalization can reduce the migration outflow of young people from the Arctic territories only if it can eliminate or sufficiently decrease the level of youth educational migration. This problem can be solved by offering acceptable alternative (digital) forms of quality education, as well as ensuring the satisfaction of other significant youth needs and the motives that go together with a desire to get an education: professional and personal growth, making new friends, socialization, self-realization, etc. Psychologists of the 20th century formulated the main reasons determining the behavior of people (G. Allport, H. Murrey, G. Kelly, H. Heckhausen, R. Cattell, A. Maslow, E. Erikson, I. S. Petrovsky, A. G. Asmolov, Yu. M. Orlov, D. A. Leontyev, and many others). Since then, these reasons have not undergone fundamental changes. Summarizing the reasons for the behavior of young people, the most significant ones should be highlighted: the need for belonging, communication, and love (associated with the need for recognition by a significant environment, for self-respect, for a sexual/marriage partner), the motive for gaining independence (personal and professional self-determination, freedom of action, self-realization), the motive for improving the quality of one’s life, gaining broad life prospects (a decent standard of living, opportunities for professional and personal growth, self-actualization), and the motive for receiving joy (access to entertainment, exciting activities, spending interesting leisure time). With all the significant differences in content, dynamics, and in the hierarchy of needs between individuals, the listed reasons for behavior are characteristic of all young people and determine the direction of people’s behavior at a young age [16–25]. Despite the global experience of forced distance learning gained in almost all specialties during the 2020 pandemic, the readiness of young people to accept a distance learning form (of comparable quality Sustainability 2020, 12, 10685 3 of 12 to full-time education) as an alternative to educational migration is not clear yet. For example, high-quality video lectures (especially in the format of educational interactive films) with the participation of the best professionals in the industry are preferable (both in content and format) than listening to an ordinary teacher in the classroom. The most noticeable advantages (for the student) in this case are (a) high-quality content—both in terms of content and audiovisual presentation, moreover, edited content—cleared of unnecessary random information; (b) the ability to choose the time for the perception of information; (c) the ability to pause or rewind; (d) saving time spent on getting to the classroom and back. At the same time, there are still a lot of challenges in providing high-quality distance learning, which often requires not only high-quality content and interactive technologies, but also entire virtual laboratories are needed (in the space of which the student can master the necessary equipment), access to special (often expensive) software, online consultations with teachers, real professional and soft skills practice, and much more, depending on what individual and professional competences are being developed. At the same time, the role of digitalization in decreasing young people’s migration outflow is not limited by the sphere of distance learning. In the general sense, digitalization
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