Keyword: «educational environment»

The requirements of modern education for each student to achieve high quality learning outcomes can only be met if special conditions are created for the child. This process is described in in research works devoted to the personification of education. The process of personification of modern school education involves creating conditions for students to choose and implement an individual educational trajectory in the context of non-linear education, taking into account his/her motives, interests, abilities, educational needs, as well as taking responsibility for the educational results obtained. The purpose of the article is to model the diagnosis of personification of the school educational environment in accordance with the structure of the environment, its parametric characteristics, strategies and scenarios of personification. The main approach of the study is the environmental approach as a methodological basis for designing the process of the school educational environment personification, focused on achieving modern quality of education in accordance with the individual educational request of the student. The authors of the article identify the relationships between the components of the education quality, components of the educational environment and strategies for personifying the educational environment of the school: strategies of events occurrence, self-realization, support. Based on this, an attempt was made to model the diagnostics of the personification of the school educational environment, including: assessment of the parametric characteristics of the educational environment of a school in accordance with the designated strategies; identification of student and parent satisfaction with respect to the components of the educational environment, analysis of fixed individual educational outcomes and achievements; study of options for staging the personification of the educational environment. In conclusion, the article considers the structure of the educational environment as a basis for identifying educational risks in the context of personification of school education. The theoretical implication of the study lies in the construction of a model for diagnosing the personification of school education in the context of the environmental approach. The combination of indicated diagnostic methods can be used in the practice of management activities of heads of educational organizations to assess the effectiveness of the process of personifying the school educational environment and designing its optimal scenario.

Training and education are characterized by regular pedagogical conflicts, caused by contradictions that are characteristic of the educational process. The purpose of the article is to study, prevent and resolve pedagogical conflicts with the participation of its direct subjects: conflicts that arise within the framework of teaching and educational agency as a reaction to the difficulty of implementing its main or additional tasks (conflicts of this type occur due to complications in “business” relationships) ; conflicts of unjustified expectations that occur in the classroom or as part of extracurricular activities as a reaction to actions that diverge from the established rules of interaction between teachers and students, diverging from the mutual result that they naturally expect (conflicts of this type occur due to complications of “role” relationships); conflicts associated with psychological incompatibility that occur in the classroom or as part of extracurricular activities in connection with the individual specifics of the teacher and his/her students, not entirely harmonious combination of their temperaments and characters. The main results of the article are the consideration of a conflict of a pedagogical nature as a special phenomenon, as well as its aspects and functional properties, which allow us to conclude that this type of interpersonal clashes is a mandatory element of the education system, and anyone can be involved in this confrontation – from teachers and administration representatives to students and members of their families. The degree of negative impact of conflict on those who participate in it is directly dependent on such personal characteristics as conflict, which is present in some students, but absent in others. In addition, the wish to overcome differences in every of the opponents is of great importance. These factors are very significant for our research. In the framework of neutralizing a conflict situation, an important role is played by the implementation of a cooperation scenario (interaction, partnership), which is characterized by a high degree of involvement of all participants in the conflict in the process of overcoming it, the desire for compromise, balancing claims, and awareness of the importance of mutual communication. The main behavioral algorithm is designed to take into account approaches to conflict resolution at different stages in the context of the current conflict management model based on the principles of mediation. The integrated use of communication, administrative, mediation, and leadership skills of teaching staff is a primary factor influencing conflict management.

This investigation analyzes the findings on the presence and impact of bullying in secondary school, which are often overlooked but have a significant impact on students' learning and well-being. We use methods of anonymous testing and private interviews with students, the paper analyzes outcomes, incidences, and consequences, namely, the impact on academic performance. The results emphasize the need for intervention strategies and a supportive educational environment. This brief investigation contributes to the literature as it aims to raise awareness and stimulate action to create a safer environ-ment for educational activities.

The relevance of the problem of educational environments differentiation is due to the fact that with a sufficiently complete and in-depth study of such a pedagogical phenomenon as the educational environment, the question of systematization and generalization of scientific knowledge about certain types of educational environments regarding the specifics of the modern situation of socio-cultural development of an individual and society remains unclear. The authors of publications on the topic of educational environments mainly focus their attention on the study of some specific educational environment, at a specific educational level focused on achieving specific educational results. In addition, the specificity of scientific ideas about educational environments in domestic and foreign studies is not fully correlated both in terminological and substantive terms. The aim of the article is to generalize scientific ideas about educational environments, to substantiate the method of their differentiation in direct connection with the context of modern human existence. Systemic and competence-based approaches have been adopted as leading approaches to the study of the problem of differentiation of educational environments, since: 1) reliance on the systemic approach ensures integrity, consistency of research logic and validity of scientific conclusions; 2) the competence-based approach allows for an analysis of existing educational environments from the point of view of their influence on the formation of personality, on the one hand, and the possibilities for an individual to acquire new competences through involvement in the educational environment, based on personal existential choice. The main result of the article was the presentation of a new three-level approach to the differentiation of educational environments, which is an attempt to cover the entirety of the environmental diversity of the modern transitive world, in which the development, formation of personality and existence of modern people take place. The theoretical significance of the article lies in the attempt to cumulatively apply the results of psychological and pedagogical research dedicated to educational environments to solve the problem of educational environments differentiation in the context of modern life. The practical significance of the article lies in the fact that the obtained scientific result can serve as the basis for subsequent study of the entire variety of educational environments of formation, professional and personal self-realization, and the life of a modern person.

The article provides a theoretical analysis of interpersonal conflicts among adolescent children in the educational environment. The author presents the data of empirical research aimed at identifying teenagers' perceptions of their own behavior in a conflict with peers.