Introduction. In the current situation of socio-economic development and digitalisation of society, the question of moral standards is becoming particularly relevant. Individualism, values of self-actualisation, enrichment and autonomy are strengthened in the youth environment, and values of civic participation and moral identity are not developed. In this regard, prosocial attitudes aimed at providing selfless assistance to a person or society as a whole are popularised among young people at the state level.The aim of the present research is to identify the dominant moral grounds and norms of safe prosocial behaviour of young people.Methodology and research methods. The current research is based on the theory of moral grounds, the theory of social norms of prosocial behaviour, and the theory of social and psychological security. The following psychodiagnostic methods were applied: “Diagnostics of the Level of Moral and Ethical Responsibility of the Individual” (by I. G. Timoshchuk), “Moral Foundations Questionnaire” (by J. Haidt et al., in the adaptation of O. A. Sychev et al.); “Scale of Altruism” (by F. Rushton, in the adaptation of N. V. Kuhtova), “Social Norms of Prosocial Behaviour” (by I. A. Furmanov, N. V. Kuhtova). The obtained empirical data were processed using percentage analysis, the Kraskel-Wallace criterion, the Pearson correlation analysis, and linear regression analysis (the step method). Calculations were done employing the SPPS 22 statistical program package.Results and scientific novelty. The conducted research has shown that moral and ethical responsibility and prosociality among young people are formed at a sufficient level. The norms of care, justice, and social responsibility are the dominant moral grounds and norms of prosocial safe behaviour of young people. Despite the fact that assistance is mainly dictated by pragmatic motives, safe prosocial behaviour of young people is predicted by compliance with group rules and the absence of selfish expectations of reciprocity.Practical significance. The identified relationships allow for the prediction of the level of readiness of the individual to help and take care of the well-being of another person and society, depending on moral norms and norms of prosocial behaviour. In the process of personal and professional development and spiritual and moral development of young people, it is advisable to use situational modelling aimed at solving moral dilemmas and forming attitudes to prosocial behaviour within the framework of the humanities cycle.
Introduction. The digital transformation of society determines the presence of socio-cultural threats and risks, which are associated with the instability of the value system of the individual and the distortion of socio-cultural identity as a result thereof. Today, we can observe various violations of the processes of socio-cultural identification, which threaten the psychological security of the individual and the security of both society and the state. Overcoming threats to socio-cultural identity through the choice of productive strategies is possible due to such personality traits as psychological stability, the ability to counteract risks, formed on the basis of social norms, ethnicity, patriotism, and critical thinking.The aim of the present research is to identify the psychological factors and mechanisms that ensure the formation of personal resilience to sociocultural threats in the context of digital transformation of society.Methodology and research methods. The current research is based on the theory of digital socialisation of the individual, socio-cultural identity, as well as on the theory of socio-psychological security. The following psychodiagnostic methods were used: “Scale of subjective well-being” (Perrudel-Badoux, Mendelsohn, Chiche, adaptation by M. V. Sokolova), “Definition of socio-cultural identity” (modified version by Krupenko O. V., Frolova O. V.), “Questionnaire of moral grounds” (MFQ) (J. Haidt et al., in adaptation by O. A. Sychev et al.), “Index of self-assessment of information skills” (Voynilov Y. L., Maltseva D. V., Shubina L. V., in the author’s modification), “Index of socio-cultural security of a teenager” (Scale of virtual autism) (by Gilemkhanova E. N.), and the questionnaire of perception of socio-cultural threats to the digital transformation of society developed by the authors. The obtained data were processed using descriptive statistics, factor analysis (principal component analysis, Varimax rotation), and Spearman correlation analysisResults and scientific novelty. The study showed that students in general have a sufficient level (above average) of socio-cultural identity, critical thinking when working with information, moral norms of loyalty and respect for the authorities, as well as students demonstrate psychological well-being and a low level of virtual autism. Students see the greatest threat in threats to the individual (reduction of live interpersonal communication and withdrawal from the real world; growth of aggression, cyberbullying; growth of information stress) and the state (growth of cybercrime and cyberterrorism). Three factors of social risk of digital transformation of society were highlighted: ethno-cultural risks, antisocial risks, cognitive and communication risks. Three psychological mechanisms were identified that allow an individual to maintain resilience to socio-cultural threats in the context of digital transformation of society: the mechanism of social tolerance (vs alarmism, vs racism), the mechanism of conformity (social adaptation), and the mechanism of psychological protection (coping).Practical significance. The identified psychological factors and mechanisms allow the programmes for psychological and pedagogical support of students to be developed and implemented.
Social media and messengers have become an integral part of young people's lives. A person often falls under the influence of social media. A shared post has a considerable impact on its creator's personality and relationship with others. Also, it can become the source of risk (hype, bullying). Open and accessible Internet services make young people and children vulnerable to information crimes. In view of this, social media presents an important field for risk-based research in education. The most outstanding and atrocious example of what cybercriminals are capable of is the suicide game 'Blue Whale'. The research objective is to analyze the operating principles and mechanisms for the dissemination of destructive communities on social media websites drawing on the example of the community 'Blue Whale', popular in Russia and Poland in 2014-2017. Destructive communities on social media websites and personal accounts were analyzed with regard to data security. Media publications related to the activities of the 'Blue Whale' community from 2014 to 2017 were also studied. A key component in the analysis is the study of public opinion and the response of the education system to the activities of the 'Blue Whale' community. In one respect, the topic of 'Blue Whale' was viewed as a taboo. For a long time, society and the education system did not see the game as a threat. Thus, it quickly spread globally and led to tragic consequences. At the same time, social media websites were positioned as a networking place void of risks. This resulted in easily accessible information and low personal data protection level.
Вступ. У статті запропоновано теоретичне обґрунтування проблеми підготовки майбутніх педагогів до професійної діяльності в умовах інклюзивного освітнього середовища. Схарактеризовано сучасні підходи науковців до підготовки фахівців закладів дошкільної освіти (ЗДО). Мета дослідження – вивчити й описати особливості підготовки майбутніх вихователів ЗДО до професійної діяльності в умовах інклюзивного освітнього середовища, окреслити ефективні шляхи такої якісної підготовки. Для досягнення мети використано теоретичні методи, що вможливили аналіз й узагальнення наукової психолого-педагогічної літератури, законодавчої бази в галузі підготовки майбутніх вихователів до професійної діяльності, окреслення вимог до створення інклюзивного освітнього середовища в закладах дошкільної освіти в Україні. Опрацьовано психолого-педагогічну літературу й нормативно-правову базу професійної підготовки магістрів – майбутніх вихователів ЗДО до роботи в інклюзивному освітньому середовищі. Результати. Схарактеризовано складники підготовки фахівців до роботи в умовах інклюзивного освітнього середовища: оволодіння фаховими компетентностями, зокрема специфічними; створення й активне використання в роботі з дітьми інклюзивного розвивального середовища; виконання нестандартних професійних завдань; готовність до роботи в умовах інклюзії. Професійна педагогічна діяльність майбутніх вихователів ЗДО в умовах інклюзивного освітнього середовища має певні особливості, що аргументує доцільність включення до освітньої програми «Дошкільна освіта» навчальної дисципліни «Інклюзія в закладах освіти». Висновки. Унаслідок наукового пошуку, обґрунтовано особливості підготовки майбутніх педагогів до професійної діяльності в умовах інклюзивного освітнього середовища: толерантне ставлення всіх учасників освітнього процесу один до одного як ключовий духовно-моральний принцип суспільства; міждисциплінарний зв’язок навчального матеріалу; максимальне моделювання майбутньої педагогічної діяльності в інклюзивному освітньому середовищі; удосконалення професійної компетентності майбутнього вихователя ЗДО. Підготовка майбутніх фахівців дошкільної освіти до професійної діяльності в умовах інклюзивного освітнього середовища є важливим складником освітнього процесу в закладах вищої освіти, що передбачає цілеспрямовану систематичну діяльність викладачів із формування в здобувачів вищої освіти спеціальних знань, умінь і рефлексії в процесі вивчення дисциплін, самоосвіту та самовиховання.
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