Keyword: «educational environment»

The features of the educational environment for foreign students in a military higher educational institution are revealed. The structural components of the educational environment for foreign students of a higher military educational institution and their characteristic properties are described.

In the article, the author examines the essence of bullying and its consequences for the personal development of adolescents. The reasons for the occurrence of bullying in educational institutions are explained. Using the example of an empirical study conducted at school among adolescents, it is shown that bullying is a common phenomenon and negatively affects personal characteristics: self-esteem, social status in a group, behavior and the development of neuropsychiatric and behavioral disorders.

An analysis of the educational practice of educational organizations shows that when implementing the Federal State Educational Standard of Basic General Education, there is a need to instill in students love for the Motherland, for their people, respect for the traditions, history, culture of different ethnic groups, and to form a critically thinking multicultural person. A multicultural educational environment can play a special role in solving these problems. Therefore, a problem arises, which lies in the need to consider the multicultural educational environment as a pedagogical phenomenon. The purpose of the study is to identify the genesis and essence of the “multicultural educational environment” concept. The theoretical basis of the study was the culturological approach, the principles of cultural conformity, natural conformity, dialogization, multiculturalism, tolerance, as well as ideas of the relevance of ethnocultural and multicultural education, the impact of the environment on the development of students’ personality and their socialization. The study resulted in understanding of the multicultural educational environment as a combination of socio-pedagogical conditions that ensure the familiarization of students with Russian, ethnic and universal spiritual values in the course of learning various ethnic cultures in order to develop readiness for interethnic and intercultural communication, interaction and cooperation in the multiethnic, multicultural space of Russia , region and world. The main result of the education of students in a multicultural educational environment is the formation of readiness for interethnic and intercultural communication, which presumes teaching schoolchildren their native culture, initiating them into various ethnic cultures, constantly organizing interethnic and intercultural communication, interaction and cooperation in learning various subjects and extracurricular activities. Sociocultural reflection is formed In the process of interethnic and intercultural communication – awareness of the essence of communication, communication between ethnic groups and their representatives, cultures, and coordination of these processes based on the principles of tolerance and humanism. The materials of the article are of both theoretical and practical value, since consideration of a multicultural educational environment as a pedagogical phenomenon will allow us to develop educational and methodological support for the formation of the personality of a student as a representative of a particular ethnic group, a member of a multiethnic state, a citizen of Russia.

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.

The relevance of our research lies in the need to conceptualize the creative environment of the city as a special place of emergence of new educational practices in the body of the city. The aim of the research was to philosophically conceptualize the creative urban space as a structural element of the educational environment of the city. The research is based on qualitative methods. Thesaurus approach and hermeneutic analysis were used as the main methods. The methodological bases of the work were: the tenets of the philosophical direction of invironmentalism and the environmental approach, the social paradigm of space and the paradigm of information and communication space, the provisions of social-topological theory. The article presents the results of socio-philosophical analysis of the creative space issue as an educational locus of the city through the concept of "rhizome" and the introduction of the term "rhizomatic educational space". The author considers rhizome as a radical alternative to static and closed systems of educational practices with rigid axial orientation existing in urban space. The article identifies and describes the main principles of rhizome manifestation in the educational practices of the city, recognized on the basis of the analysis of creative environment: the principle of heterogeneity and connectivity; the principle of multiplicity; the principle of rupture; the cartographic principle. The article considers the concepts of deterritorialization and reterritorialization, describing the capacity of rhizome for constant change from the position of educational environment description. The article presents the results of a comparative analysis of genealogical and rhizomatic approaches to the organization of the educational process, highlighting and describing the advantages of the latter. Scientific novelty of the work consists in the following: the term "rhizomatic educational space" is considered in detail from the point of view of socio-cultural phenomenon; the reasons for the emergence and components of rhizomatic educational space, on the basis of which the presented phenomenon functions, are identified; the regularities effect of cultural and educational potential of the city on the socialization and improvement of the cultural level of the individual are outlined.