| # | Search | Downloads | ||||
|---|---|---|---|---|---|---|
| 1 | The relevance of this research is determined by the large-scale social transformations in society associated with digitalization, the hybridization of education, and social turbulence. These processes are creating new psychological risks in the educational environment and raise the need to adjust traditional theoretical and methodological approaches to ensuring students' psychological safety. The aim of this study is to, by generalizing scientific concepts, clarify and concretize the concept of psychological safety in the educational environment of a university, taking into account modern realities, and to develop a structural model for a safe educational space at a higher education institution. The study included a systematic analysis of domestic (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, I.A. Baeva) and international (A. Bandura, W. Bronfenbrenner, J. Gibbson, A. Maslow) concepts, as well as works by contemporary authors devoted to educational environment safety issues (A.I. Dontsov, Yu.P. Zinchenko, T.M. Krasnyanskaya, V.G. Tylets, and others). The analysis revealed significant limitations of current models as applied to higher education, which prompted the search for ways to optimize them. The study also formulated a unique definition of psychological safety in a university's educational environment—an integrative characteristic reflecting subjects' protection from psychological risks, satisfaction with key interaction parameters, and the availability of conditions for personal and professional development in the context of digital transformation. The article also describes a developed structural model of psychological safety in the university's educational environment, the effectiveness of which has been confirmed by qualitative and quantitative research conducted with the participation of 20 experienced experts. Finally, it is concluded that specialized diagnostic tools based on the proposed model are needed. Keywords: psycho-emotional security; space for learning and development; higher education system; social transformations; integration of digital technologies into learning; active position of the learner; peace of mind; diagram of system components; scientific basis of the research; university environment | 26 | ||||
Search by Author
