Consideration of students’ life orientations in modern educational work in higher education institutions

Abstract

The relevance of the study is determined by the need to reconsider the modern system of educational work in higher education institutions under conditions of sociocultural transformations, digitalization of the educational environment, changes in students’ value orientations, and increasing psychological tension caused by Russia’s military aggression against Ukraine. The growing importance of professional self-realization, psychological stability, and social adaptation of student youth actualizes the necessity of implementing student-centered approaches to the organization of educational activities. The purpose of the article is to investigate the peculiarities of considering the life orientations of student youth in the modern educational work of higher education institutions and to substantiate the directions for its improvement in accordance with current value-based and social needs of students. The research methods are based on theoretical generalization, analysis and synthesis of scientific sources, a logical-analytical approach to the interpretation of socio-psychological aspects of educational activity, as well as a questionnaire survey of students aimed at identifying their life orientations, educational expectations, and attitudes toward the modern system of educational work. As a result of the study, the essence of students’ life orientations and their functional significance within the modern system of educational work were determined. The influence of value attitudes, professional priorities, and social expectations of students on the effectiveness of educational activities in higher education institutions was analyzed. The predominance of professional self-realization, financial stability, and personal development among the key life priorities of student youth was identified. It was proved that modern students demonstrate a significantly higher level of interest in practice-oriented, interactive, and psychologically supportive forms of educational work. The main problems of the modern educational system were identified, including the formalized nature of certain educational activities, insufficient consideration of students’ individual needs, weak integration of educational work with professional training, and an insufficient level of psychological support. The conclusions substantiate the expediency of implementing a student-centered approach, developing practical and communicative forms of educational work, strengthening psychological support, and more active use of digital interaction tools in work with student youth. Prospects for further research are associated with the development of adaptive models of educational work and the assessment of the effectiveness of modern interactive educational practices in higher education institutions.