Organization of the educational environment of the...

The organization of the educational environment of the university

The concept of the educational environment of the university was introduced in paragraph 2.5 in connection with the consideration of the principle of the all-round development of the personality of the student in the social and cultural environment of the university. The educational environment can be considered as a system of influences and conditions for the formation of a personality according to a given pattern, contained in a social and spatial-objective environment [159]. This sample can be either clearly aware, or "blurred", i.e. not fully aware of those who actually design and organize the educational environment.

Use in the theory and practice of education concepts "educational environment of the university" is aimed at identifying those factors of the educational environment that make the most significant contribution to the formation of general cultural competencies.

The concept of the educational environment, according to VI Slobodchikov, is determined primarily by the professional-activity (or, according to the patronymic, organizational and managerial position) subjects of the educational process, since the specific property of the educational environment is its saturation with educational resources. The formation, enrichment and distribution of such resources is the subject of organizational and managerial activity. The creation of educational resources (ie, the organization of the developing capabilities of the educational environment) becomes a key managerial and pedagogical task for all subjects of the educational process of the university.

Yu. Kulyutkin and S. Tarasov distinguish the following structural components of the educational environment. Spatial-semantic component: architectural and aesthetic organization of the living space (architecture of the building and interior design, spatial structure of educational and recreational spaces, the possibility of spatial transformation of premises with the emergence of need, etc.); symbolic space (various symbols: coat of arms, anthem, traditions, etc.). Content-methodological component: content area (concepts of teaching and upbringing, educational and training programs, curriculum, textbooks and teaching aids, etc.); methods and forms of the organization of education (forms of organization of classes-lectures, seminars, discussions, conferences, etc., research societies, self-government structures, etc.). Communication and organizational component: features of the subjects of the educational environment (distribution of statuses and roles, gender and age and national characteristics of trainees and teachers, their values, attitudes, stereotypes, etc.); communication sphere (style of communication and teaching, spatial and social density of subjects of education, degree of crowding, etc.); organizational conditions (features of managerial culture, availability of creative associations of teachers and students, initiative groups, etc.) [79].

Q. A. Yasvin proposed in the process of psychological and pedagogical design of the educational environment to proceed from the assumption of the presence of its following features: modality, latitude, intensity, awareness, generality, emotionality, dominance, coherence, social activity, mobility, sustainability [158. Pp. 119-159]. The characteristics of these characteristics are given in Table. 3.4.

Table 3.4. Signs of the educational environment by VA Levin


Qualitative-content characteristic, which represents the educational environment from a typological point of view (while all other parameters give quantitative characteristics of the educational environment, showing a high or low degree of expression of a given indicator)


Structural-content characteristic, which shows which subjects, objects, processes and phenomena are included in the given educational environment



Structural-dynamic characteristics, showing the degree of saturation of the educational environment with the conditions, influences and capabilities of the university, as well as the concentration of their manifestation


The degree of conscious involvement of all subjects of the educational process, the meaningfulness of their educational activities


The degree of coordination of activities of all subjects of this educational environment (internal consistency, consistency of the educational environment of the university)


Motivational characteristics of the conditions, influences and opportunities of the educational environment, determining the nature and degree of the emotionally positive background created in the university (the ratio of the emotional and rational components of the environment)


The significance of this local environment in the value system of the subjects of the educational process; shows the hierarchical position of the educational environment in relation to other sources of influence on the person


Consistency of the influence on the personality of this local environment with the influences of other factors of the environment of this person



Indicator of socially-oriented creative potential and expansion of this educational environment into an external (relative to an educational institution) environment


The ability of the educational environment to organic evolutionary changes in the context of relationships with the environment


The diachronic characteristic that determines the stability of the educational environment - its ability to maintain and maintain conditions, influences and opportunities in time

According to VA Levin, the integrative criterion quality of the developing educational environment is the ability of this environment to provide all subjects of the educational process with a system of opportunities for effective personal self-development. The quality of the educational environment can be assessed by analyzing the quality of the spatial component of this environment, the quality of its social component and the quality of the links between them. The content of this kind of connections or, in other words, the pedagogical support of the developing possibilities of the environment is the third, technological, or activity, component of the educational environment.

The algorithm for designing the educational environment includes the following steps:

1. Determine the educational ideology (modality) of the educational environment and the strategy for its implementation.

2. To determine the concrete-meaningful goals and tasks of the proposed educational process in this environment.

3. On the basis of the goals and tasks set, to develop the appropriate content of the educational process, taking into account the hierarchical complex of the needs of all its subjects.

4. Develop a project for the spatial-object organization of the educational environment.

5. Develop a project for the social organization of the educational environment.

6. Develop a project for the technological organization of the educational environment.

7. Conduct an examination of the developed project of the educational environment on the basis of the following formal parameters: modality, latitude, intensity, degree of awareness, emotionality, generality, dominance, coherence, social activity, mobility, perceived sustainability.

In accordance with the requirements of the GEF HEI in the university should be formed socio-cultural environment, created the conditions necessary for the all-round development of the individual. Federal state educational standards of the new generation prescribe the need to determine when developing appropriate educational programs the university's capacity to develop the general cultural competencies of graduates (for example, competences of social interaction, self-organization and self-government). The university is obliged to contribute to the development of the social and educational component of the bachelor's educational process, including the development of student self-government, the participation of students in the work of public organizations, sports and creative clubs, scientific student societies. The OOP provides a description of the socio-cultural environment of the university, the conditions created for the development of the individual and the regulation of socio-cultural processes that contribute to strengthening the moral, civic, general cultural qualities of students.

Based on the concept of the educational environment, Yu. Kulyutkin and S. Tarasov named the main conditions conducive to the effective creative development of specialists among institutions of postgraduate education. [79]

Content component of the educational environment - the relevance of the content of education for the development of the personality and professional activities of a specialist; an integrative approach to the content of training; openness of the content of education for change, inclusion of actual problems in the content.

Methodical component - variability of training programs; freedom of choice of an educational route within the framework of one educational institution; a variety of methodological teaching aids; emphasis on dialogic communication; the account of various prevailing ways of perception of the information at different people.

Communicative component - mutual understanding and satisfaction with the interaction of all participants; the prevailing positive mood of all participants; participation of all subjects in the design and optimization of the educational process.

Obviously, many of the above conditions can be used to design the educational environment and the institution of higher education.

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