Psychological and pedagogical aspects of consolidation of social capital of higher education institutions

Abstract

The aim of the study was to identify psychological and pedagogical factors that ensure the consolidation of social capital in higher education institutions and to assess their effectiveness through expert critical evaluations. The study used the exploratory design and was based on the use of qualitative methods to evaluate the selected studies. The research methodology relied on the methods recommended for feasibility studies to determine the possibility of implementation of the selected best practices. The systematic review of scientific sources and best practices found the psychological and pedagogical aspects that ensure the consolidation of social capital in higher education institutions, namely: individual psychological factors of economically motivated behaviour, social network technology, second-order psychological factors, teachers’ assistance of students’ professional self-determination, education as a means, and psychological factors based on the attributes of the institution. The results of expert evaluation of the above factors suggest that the last three ones mentioned have the potential for duplication, dissemination and transferability in higher education institutions in Ukraine.

The practice of psychological well-being education model for poor university students from the perspective of positive psychology

“…The lower the frequency of contact, the higher the level of depression and anxiety in adulthood, the lower the level of self-esteem, the more interpersonal troubles, and the less positive coping styles are used. Compared with non-poor university students, poor university students have lower social support ( Bocheliuk et al, 2021 ). Zhang and University (2017) found that the health status of non-poor children was better than that of poor children and poor children.…”

The Importance of Aesthetic Ability in Arts Education: A Case Study of undergraduate students of universities in Chengdu City of Sichuan Province China

“…Several studies of the Russian educational tradition have been published in the last few decades, reflecting the critical elements of a creative learning environment without interruption which, in a sense, is what this is exploring as its main focus. Essays documenting creative teaching and learning have become an essential part of the study of inherited concepts since they have helped to determine the direction towards which special education and education, in general, will be improved [4,6].…”