Remote Prophylaxis of Social and Educational Adaptation of University International Entrants in Total Pandemic

The relevance of the study is due to the trends of the global pandemic, which provoked an extremal transition of all areas of higher education to distance learning, as the only possible way to work with domestic and international entrants and students. In addition, the trends of the pandemic in the current educational environment also determine the special need to develop remote mechanisms for a prophylaxis approach to solving the problems of social and educational adaptation of international entrants – future University students. In this regard, this article is aimed at identifying the features of remote prophylaxis of social and educational adaptation of entrants. The article reveals the transformation of social and educational adaptation of international entrants in the global pandemic; defines the structure and content of remote prophylaxis of social and educational adaptation of international University entrants in the global pandemic. Based on the results of the research, the authors of the article substantiate the prophylaxis model of the educational and software complex for remote prophylaxis of social and educational adaptation of University international entrants. The effectiveness of the model is proved by the results of its use in the process of remote social and educational adaptation of University international entrants in the context of a global pandemic. The materials of the article have practical application and can be useful in the development and implementation of various methods and practices of social and educational adaptation of international entrants – future University students in the context of a global pandemic. It is recommended for University teachers and students, methodologists, curators, Tutors

Introspectiveness of Higher Education Students: Study and Development

The change in strategic guidelines in Russian education is associated with a revision of the goals of teaching and upbringing. However, the emphasis of reforms has shifted towards the formation of the required professional competences at this stage in the development of the education system of the Russian Federation. We think that it is possible to achieve the set goal of higher education through the development of the introspectiveness as a quality of the personality of students. The formation of the introspectiveness in a future specialist will have an effect on the successful mastery, expansion and transformation of social experience, as well as the internal plan of action. Thus, demonstrating the formed introspectiveness as a personality trait, the student is able to organize his educational activities independently, activities to cognize the surrounding reality and his inner world, as well as self-determine in various life situations, including the development of general cultural and professional competences. In this regard, the emphasis in the issue of developing the introspectiveness of students is made on specifying the conditions that must be created at a higher education institution for the manifestation and formation of this personality quality. The purpose of the article is to study the level of the introspectiveness of university students and develop psychological and pedagogical conditions that develop this personality quality. The leading techniques for the study of this problem were the following: Q-sort Technique; the technique for diagnostics of an individual measure of the introspectiveness degree. At the stage of the ascertaining experiment, the levels of the introspectiveness of university students were revealed. The results of the ascertaining experiment convincingly demonstrated the need to organize special work to develop the introspectiveness of students. The authors substantiated that the success of developing students’ introspectiveness is ensured by the created psychological and pedagogical conditions. A model of developing the introspectiveness as a personality quality of a future professional has been developed and tested. The results of this study create opportunities for further development of the problem in the context of the organization of lectures in the learning process for students of different courses and types of specialization. The article is intended for psychologists, tutors, education managers

Introspectiveness of Higher Education Students: Study and Development

The change in strategic guidelines in Russian education is associated with a revision of the goals of teaching and upbringing. However, the emphasis of reforms has shifted towards the formation of the required professional competences at this stage in the development of the education system of the Russian Federation. We think that it is possible to achieve the set goal of higher education through the development of the introspectiveness as a quality of the personality of students. The formation of the introspectiveness in a future specialist will have an effect on the successful mastery, expansion and transformation of social experience, as well as the internal plan of action. Thus, demonstrating the formed introspectiveness as a personality trait, the student is able to organize his educational activities independently, activities to cognize the surrounding reality and his inner world, as well as self-determine in various life situations, including the development of general cultural and professional competences. In this regard, the emphasis in the issue of developing the introspectiveness of students is made on specifying the conditions that must be created at a higher education institution for the manifestation and formation of this personality quality. The purpose of the article is to study the level of the introspectiveness of university students and develop psychological and pedagogical conditions that develop this personality quality. The leading techniques for the study of this problem were the following: Q-sort Technique; the technique for diagnostics of an individual measure of the introspectiveness degree. At the stage of the ascertaining experiment, the levels of the introspectiveness of university students were revealed. The results of the ascertaining experiment convincingly demonstrated the need to organize special work to develop the introspectiveness of students. The authors substantiated that the success of developing students’ introspectiveness is ensured by the created psychological and pedagogical conditions. A model of developing the introspectiveness as a personality quality of a future professional has been developed and tested. The results of this study create opportunities for further development of the problem in the context of the organization of lectures in the learning process for students of different courses and types of specialization. The article is intended for psychologists, tutors, education managers.El cambio en las pautas estratégicas en la educación rusa está asociado con una revisión de los objetivos de la enseñanza y la educación. Sin embargo, el énfasis de las reformas se ha desplazado hacia la formación de las competencias profesionales necesarias en esta etapa del desarrollo del sistema educativo de la Federación de Rusia. Pensamos que es posible lograr el objetivo planteado de la educación superior a través del desarrollo de la introspectividad como una cualidad de la personalidad de los estudiantes. La formación de la introspectividad en un futuro especialista tendrá un efecto en el dominio, expansión y transformación exitosa de la experiencia social, así como en el plan de acción interno. Así, demostrando la introspectividad formada como un rasgo de personalidad, el estudiante es capaz de organizar sus actividades educativas de forma independiente, actividades para conocer la realidad circundante y su mundo interior, así como autodeterminarse en diversas situaciones de la vida, incluido el desarrollo de la cultura general. y competencias profesionales. En este sentido, el énfasis en el tema del desarrollo de la introspectividad de los estudiantes se hace en especificar las condiciones que deben crearse en una institución de educación superior para la manifestación y formación de esta cualidad de personalidad. El propósito del artículo es estudiar el nivel de introspectividad de los estudiantes universitarios y desarrollar las condiciones psicológicas y pedagógicas que desarrollan esta cualidad de personalidad. Las principales técnicas para el estudio de este problema fueron las siguientes: técnica de Q-sort; la técnica para el diagnóstico de una medida individual del grado de introspectividad. En la etapa del experimento de determinación, se revelaron los niveles de introspectividad de los estudiantes universitarios. Los resultados del experimento de comprobación demostraron de manera convincente la necesidad de organizar un trabajo especial para desarrollar la introspectividad de los estudiantes. Los autores corroboraron que el éxito en el desarrollo de la introspectividad de los estudiantes está garantizado por las condiciones psicológicas y pedagógicas creadas. Se ha desarrollado y probado un modelo de desarrollo de la introspectividad como cualidad de personalidad de un futuro profesional. Los resultados de este estudio crean oportunidades para un mayor desarrollo del problema en el contexto de la organización de conferencias en el proceso de aprendizaje para estudiantes de diferentes cursos y tipos de especialización. El artículo está dirigido a psicólogos, tutores, gestores educativos

Remote Prophylaxis of Social and Educational Adaptation of University International Entrants in Total Pandemic

The relevance of the study is due to the trends of the global pandemic, which provoked an extremal transition of all areas of higher education to distance learning, as the only possible way to work with domestic and international entrants and students. In addition, the trends of the pandemic in the current educational environment also determine the special need to develop remote mechanisms for a prophylaxis approach to solving the problems of social and educational adaptation of international entrants – future University students. In this regard, this article is aimed at identifying the features of remote prophylaxis of social and educational adaptation of entrants. The article reveals the transformation of social and educational adaptation of international entrants in the global pandemic; defines the structure and content of remote prophylaxis of social and educational adaptation of international University entrants in the global pandemic. Based on the results of the research, the authors of the article substantiate the prophylaxis model of the educational and software complex for remote prophylaxis of social and educational adaptation of University international entrants. The effectiveness of the model is proved by the results of its use in the process of remote social and educational adaptation of University international entrants in the context of a global pandemic. The materials of the article have practical application and can be useful in the development and implementation of various methods and practices of social and educational adaptation of international entrants – future University students in the context of a global pandemic. It is recommended for University teachers and students, methodologists, curators, Tutors.La relevancia del estudio se debe a las tendencias de la pandemia global, que provocó una transición extrema de todas las áreas de la educación superior a la educación a distancia, como la única forma posible de trabajar con estudiantes y estudiantes nacionales e internacionales. Además, las tendencias de la pandemia en el entorno educativo actual también determinan la especial necesidad de desarrollar mecanismos remotos para un enfoque de profilaxis para resolver los problemas de adaptación social y educativa de los ingresantes internacionales - futuros estudiantes universitarios. En este sentido, este artículo tiene como objetivo identificar las características de la profilaxis remota de la adaptación social y educativa de los ingresantes. El artículo revela la transformación de la adaptación social y educativa de los participantes internacionales en la pandemia global; define la estructura y el contenido de la profilaxis remota de la adaptación social y educativa de los recién ingresados a universidades internacionales en la pandemia global. Con base en los resultados de la investigación, los autores del artículo fundamentan el modelo de profilaxis del complejo educativo y software para la profilaxis remota de la adaptación social y educativa de los ingresantes internacionales a la Universidad. La efectividad del modelo está probada por los resultados de su uso en el proceso de adaptación social y educativa remota de los ingresantes internacionales de la Universidad en el contexto de una pandemia global. Los materiales del artículo tienen aplicación práctica y pueden ser útiles en el desarrollo e implementación de diversos métodos y prácticas de adaptación social y educativa de los participantes internacionales - futuros estudiantes universitarios en el contexto de una pandemia global. Recomendado para profesores y estudiantes universitarios, metodólogos, comisarios, tutores