Keyword: «new challenges»

The relevance of the article lies in clarifying and concretizing the content of the concept of «psychological security of the educational environment» taking into account new challenges and threats with an emphasis on the personal factor. It is shown that the definition of psychological security of the educational environment through the category of protection from various risks and threats does not meet new challenges and threats. The authors believe that in the modern digital world, combining real and virtual influence on children and young people, it is not possible to fully foresee all imaginable dangers and protect students from them, because even identical conditions for one student may be safe, for another – constitute a potential threat. The authors emphasize that the educational environment is characterized by dynamism, and its psychological security as an integrated part is based primarily on the ability of the subjects themselves to maintain stability, vigilance, show critical thinking, resist negative influences and overcome them on their own or by seeking help. The aim of the study was to examine the personal characteristics of modern students which can influence the psychological safety of the educational environment in a situation of new challenges and threats. The following personal qualities of students were studied: conformism, social pessimism, intolerance, nihilism, cynicism, destructiveness, attitude to the permissibility of aggression, the presence of a cult of strength, protest activity, etc. To do this, the multidimensional diagnostic technique by D.G. Davydov and K.D. Khlomov was used. According to the results of the work done, the personal characteristics of students that form the potential risks of both illegal activity and loyalty to its implementation on the part of other persons are revealed: social conformity, unwillingness to make independent decisions and take personal responsibility, a tendency to simplify the picture of the world, reduce complex parameters of the VUCA world to generalized models, attraction to idealized guarantees of social justice. The novelty lies in identifying the targets of socio-psychological work with students aimed at reducing the risks to the psychological safety of the educational environment. The results of the research can be used by the administration, university teachers, tutors of student groups, psychologists to organize educational, correctional, preventive work with students, as well as for psychological and pedagogical support of students, taking into account their individual characteristics at the stage of their personal development at the university.