Psychological Guidance of the Socialisation Process of Gifted Students using Information and Communications Technology Means

Abstract

Objective: The purpose of this article is to substantiate the psychological conditions that determine the content, forms, ways of organising, and promoting the process of socialisation of gifted students. Background: The success of modern man largely depends on his socialisation – the ability to see and understand others, analyse the course of events, to capture the prospects for development. Therefore, the key competencies include, among others, information and communication and social as those that ensure the successful acquisition of knowledge throughout life and entry into society. Method: A set of methods was used in the study: analysis, synthesis, generalisation, and systematisation of scientific data, observations, questionnaires, document analysis, methods of mathematical data processing. An online testing platform was developed to conduct a survey of students. Results: The authors proposed and implemented a project aimed at providing psychological and pedagogical support to gifted students; to provide the teaching staff with the necessary knowledge and skills to work with gifted children, to encourage participants in the educational process to use information and communications technology tools in educational activities. A model of psychological support and accompaniment of participants in the educational process has been developed. Conclusion: The experiment showed positive changes in socialisation in the experimental group in relation to the control group at a significant level. The findings of the study give grounds to conclude that the proposed author's comprehensive approach promotes the socialisation of gifted students.

Formation of professional skills of future physicians in the process of professional training

“…The pedagogical excellence of the teacher should be manifested constantly: during classes (both lectures and practical, seminar, laboratory) and in the process of extracurricular work (Androsovych, Rudyk, Melnyk, Kovalova, & Yakymova, 2021). The teacher by his own example should show the example of compliance with the moral code (Elene, 2017, p. 7-27).…”

The Role of Artificial Intelligence in Higher Education

“…One of the primary concerns is the ethical use of student data. With the extensive collection and analysis of sensitive information, there is a need for robust data privacy and security measures [1]. It is crucial to ensure transparency, consent, and compliance with privacy regulations to protect student confidentiality.…”

“…Another challenge lies in addressing algorithmic biases. AI systems can inadvertently perpetuate biases present in the data they are trained on, potentially leading to unequal educational experiences and outcomes [1]. Continuous monitoring and evaluation of AI algorithms are necessary to mitigate biases and ensure fair and equitable learning environments.…”

“…Therefore, despite the fact that AI integration in higher education brings numerous benefits, it is highly recommended to consider the ethical challenges as these require careful attention. Taken the above findings it is obvious that privacy concerns arise from the collection and storage of student data; the solution can be found with robust data protection measures [1]. Another con-cern is with algorithmic biases in AI systems, which can perpetuate discrimination or favor certain groups, nece-ssitating ongoing monitoring and evaluation to ensure fairness [7; 11].…”