Keyword: «educational environment»

The organization of research activities in the military University actualized the need to identify pedagogical conditions that would contribute to the development and self-development of cadets. One of these conditions, in our opinion, is the creation of an educational research environment at the University. Creative research environment should be focused on the development of initiative and independence of each cadet involved in research and experimental activities. The purpose of this study is to theoretically substantiate the need to create an educational research creative environment, in the conditions of which the cadets of the military University acquire research skills, master research methods of learning educational and cognitive information, communication skills, business relations, methodological culture. The theoretical and methodological basis of the study is a set of interrelated methodological approaches: personality-oriented approach, the essence of which is determined by the philosophy of individual choice of a person's professional path; axiological approach as a necessary condition for the development and self-development of a person; individual-creative approach, allowing each cadet to realize himself as a developing, creative person; activity approach, creating conditions in which the active research and cognitive activity of cadets is a means of their development. The theoretical significance of the study lies in the fact that the authors analyzed and summarized the main theoretical approaches to the creation of the educational environment in educational organizations, including military universities, in the process of organizing research activities of cadets. The practical significance of the research results lies in the fact that the authors propose the algorithm of modeling and designing the research environment of the military University, where the research activity of cadets is organized and carried out. The work may be useful for academic staff of military educational organizations, teachers-researchers dealing with the problem of identifying the pedagogical conditions for the organization of research activities of students, one of which is the creation of an educational research environment in a military University, contributing to the development and self-development of cadets’ personality.

The article considers the concept of a harmonious educational environment in relation to higher education. The harmonious educational environment is understood as the mutual correlation and coordination of the social and cultural conditions in which learning takes place. The components of a harmonious educational environment are highlighted - full and productive communication between the participants of the educational process; active extracurricular educational work; modern organization of the learning process in class, including interactive learning and independent work.

this article actualizes the problem of creating psychological security in the educational environment. The content of the concept of «psychological security» from the point of view of different authors is revealed. The author offers the results of the study of the features of ideas about the psychological safety of the educational environment in older adolescents.

Inclusive professional education of persons with disabilities is one of the priorities of modern society. It is considered as a factor of their inclusion in the socio-economic processes and living independent life. Today, despite the increased attention to this problem on the part of the scientific community and practitioners, there are many unresolved issues that require new approaches to human development of students with disabilities at the University. The purpose of the study, the results of which are reflected in the article, is to substantiate the opportunities of resource-environmental approach for the development of human potential of students with disabilities through positive transformations of the University educational environment using social and educational practices. The article analyzes and substantiates the possibility of integrating environmental and resource approaches to solve the problem of inclusive processes development in the University, creating an inclusive educational environment characterized by comfort and the necessary diversity of conditions for inclusion of students with disabilities in the University community. The authors of the article discuss from a scientific point of view both domestic and foreign approaches to the category of environment in relation to the category of resources in an interdisciplinary paradigm, which allows us to highlight the phenomenological characteristics of an inclusive educational environment on the example of a University. The authors, on the basis of practical application of resource-environmental approach, propose a model of University educational environment transformation in the direction of greater inclusion of students with disabilities due to introduction of social and educational practices, reflecting different aspects of the inclusion problem in the content aspect. Based on the results of the empirical study, the authors conclude about the effectiveness of this model for the solution the problem of human development of students with disabilities at the stage of professional training. The theoretical significance of the article is expressed in the fact that the authors show heuristic opportunities of environmental and resource approaches integration to create conditions for the development of the human potential of students with disabilities at the University. The practical significance of the article is determined by the fact that the proposed model of the educational environment transformation can be used in the design of both organizational and managerial, as well as psychological and pedagogical components of the support of inclusive processes at the University.

the problem of psychological security of the educational environment affects both the success of students' personal development and the effectiveness of professional activities of teachers. We considered various approaches and highlighted the peculiarities of understanding the concept of "psychological security". The author presents the characteristics of the teacher's personality, which are distinguished by different authors, and their possible impact on the psychological safety of the educational environment.