No abstract

The paper relevance is determined by the student youth social crisis: a lack of moral values; the absence of moral patterns, the dominance of glamorous attitudes in the personal values formation, the student youth's unformed moral core, which determine the moral vacuum of the educational space. The authors consider the humanistic (phenomenological) education paradigm comprehensively, presenting it as a system that implements conditions for the trainee spiritual and moral development, granting him freedom of moral and ethical choice in real life. The main conceptual idea of the paper is related to the author's position that the humanistic paradigm determines the need for increased attention to high-quality professional and personal moral characteristics, especially in demand against the backdrop of pragmatization and blurring of spiritual and moral guidelines. The authors propose a model for the students spiritual and moral orientations formation in the context of the humanistic paradigm, which includes the following units: the targeted; structurally-substantial; process-technological; criterion-diagnostic; organizationally-activities. The paper is intended for researchers, educators, and psychologists dealing with the problems of personal qualities formation, including the spiritual and moral orientations of student youth.

The growing volumes of information and rapidly changing requirements of the professional training of students in higher education institutions make it necessary for students to seek internal reserves to master professional skills. In modern conditions, the process of professional self-organization of students is being updated. This is reflected in the requirements of the new Russian federal state educational standards of higher education in the form of key general competencies. One of them is "the ability to manage your time, build and implement the path of self-development based on the principles of education throughout life." The purpose of the article is to review the experience of developing professional self-organization among students. Professional self-organization can be understood as the process of mobilizing the capacities of the individual to achieve goals. Professional self-organization is a constantly evolving process of internal rationalization of educational activities. The crucial thing in the learning process must belong to the control of the student, since the learning activity is characterized by the active position of the student. The article presents the experience of developing the self-organization competence based on the example of the study of the cycle of general humanistic disciplines. Both individual and group forms of work are used in the training of students, electronic means are involved. To develop independence, students, with the advisory support of a teacher, complete projects, cases, tests, final assignments and other tasks. The training of the competence under consideration allows the future specialist to successfully analyze the task, contributes to rational planning, proper evaluation, timely adjustment and improvement of the process of educational activity and its management.

The article covers issues related to the professional training of students of the Humanities, their development and formation of professional culture during this training. In addition, the key problematic aspects related to the system of such education are identified, and various mechanisms for activating and involving students of the Humanities in the process of obtaining the necessary competencies are identified. The key mechanism for this activation was chosen a team-building technology, in accordance with the basic principles of which it is possible to maximize the motivational component of the process of acquiring professional competence. In addition, separate elements of the definition of “readiness” are considered, and the levels of readiness for teamwork among students of higher education are determined. The article is supplemented with a practical part in the form of the results of a survey conducted on the basis of leading universities of the Republic of Crimea in 2020. The subject of the study was to identify the General readiness of students of the Humanities to carry out team activities in order to achieve a common result. The survey was conducted in various areas: readiness to carry out collective and individual creative, project, educational, extracurricular and independent activities. The respondents were teachers of the Humanities who have extensive experience in the organization and management of educational activities in a modern University for humanities.

El propósito del artículo fue analizar la socialización de los estudiantes en el proceso de aprendizaje a distancia. La metodología del estudio involucró a estudiantes de instituciones de educación superior. Para realizar la investigación, utilizamos métodos para determinar las cualidades de liderazgo de los estudiantes en el proceso de interacción educativa. Se destacan los criterios por los cuales se determinó el nivel de socialización de los participantes de la investigación. Como conclusión en el contexto de la transición a la educación a distancia, los estudiantes de primer año experimentan las mayores dificultades. A partir de los datos obtenidos, podemos hablar de la necesidad de seguir mejorando el proceso de socialización y tomar medidas adicionales para adaptar a los estudiantes de primer año al proceso educativo en la universidad.