Introduction. The study examines the processes of creating a safe university environment. The purpose of the article is to analyze all approaches to the problem of creating a safe educational environment at a university and to create a conceptual framework for this process. The modern world is rapidly changing under the influence of globalization and digitalization processes, having a direct impact on the Russian education system, which is currently undergoing a structural transformation. Along with the development of information technology, the danger of spreading the negative influence of destructive ideological and cultural ideas on young people is increasing. The educational environment of the university has ceased to be safe and requires special theoretical and methodological analysis, analysis of theoretical approaches to the formation of a conceptual model of this process. The article analyzes a wide range of scientific literature on this issue and, based on the analysis, reveals psychological, pedagogical, legal and philosophical approaches to the problem of higher education security. The paper attempts to systematize the main approaches to the theoretical model of the educational process security formation process. Purpose setting. The article substantiates the approach of the need to create a conceptual model of the university’s educational environment security system. Methodology and methods of the study. The research methods and methodology are subordinated to the goals of analyzing the structure and ways of functioning of the secure educational environment of the university. To achieve the research goal, general scientific methods were used in the work: abstraction, ascent from the concrete to the abstract, systematic and analytical methods. Results. The main factors and tools for creating a safe university environment are identified, the need for a systematic organization of this process and the need for a further study of this scientific problem are identified. Conclusion. The creation of a conceptual model of the security of the university’s educational environment will expand the understanding of the systemic processes taking place in education under the influence of globalization and digitalization and increase the protection of the system.

Introduction. Behind the outwardly simple idea of neurodigital pedagogy and neurodigital education, in practice there is a huge system of questions of theoretical and methodological, cultural and political, psychological and axiological, educational and methodological, and other levels. Purpose setting. The purpose of the study is to analyze the ethical aspects of the creation, application and improvement of neurodigital educational technologies in the context of modern education as an inclusive practice. Methodology and methods of the study. The research methods are theoretical analysis and synthesis of ethical aspects of neurodigital education in a modern university. The novelty of the study is related to an attempt to integratively comprehend the ethical aspects of neurodigital education in the context of modern university education as an inclusive practice. Results. Disharmonies at various levels of development, implementation, and refinement of modern neurodigital technologies in inclusive education in primary, secondary, and higher education, as well as the mythologization and near-complete absence of neurodigital culture as an independent section of theory and practice, including mythologization and deliberate distortions of ideas about social and psychophysiological pathologies and the normal functioning of the brain, humans, and society, lead to various difficulties, blockages, and barriers to the neurodigitalization of education. These problems are particularly noticeable in the context of making evidence-based/reasoned decisions about the adoption/rejection of certain innovations and the qualified implementation of such decisions at various stages and in various situations of inclusive education. In modern secondary and higher education, neurodigital technologies in education are considered an independent type or format of education, which is inconsistent with reality and hinders the development of truly effective formats for their use, including at the development and improvement stages. In addition to the opacity of the conclusions and information processing processes of AI and other technological devices, and the fact that the development, implementation, and improvement of technologies is often carried out not by a team but by individual specialists, including those lacking a comprehensive and multi-layered understanding of disabilities, special educational needs, etc., the technologies themselves can contain a number of problems and limitations associated with fundamental errors, including moral, ideological, and procedural ones. Conclusion. Prospects for research into the ethical issues of neuro-digital inclusive education at universities are related to the study of interactions between all participants in the educational process, both through and indirectly, neuro-digital devices and technologies. Research into the neuro-digitalization of education and the lives of individuals with disabilities emphasizes the importance of professional training and the development of competencies in neuro-digital (digital and «brain») culture among students and teachers as one of the most important concepts and approaches that offer hope for a productive solution to other problems. According to the authors, the strategically correct path is to explore the possibilities of supporting the development of individuals with and without disabilities using a full range of tools and technologies, including neurodigital ones, based on the core values and meanings of human life as the life of a being who realizes and improves themselves and the world around them.

Introduction. The relevance of the study of the international student festival’s role in intercultural communication and social adaptation of medical students is due to the need to optimize the integration of foreign students into the educational and social environment. Increasing student’s mobility and growing internationalization of medical education require the development of effective strategies for socio-cultural adaptation that contribute to the successful academic and professional activities of future doctors. Purpose setting. The purpose of the study is to identify and analyze the contribution of the international student festival to the process of intercultural exchange and social integration of medical students, to determine its impact on the development of communication skills, the formation of tolerance and adaptation to a new cultural environment. The article analyzes the role of the festival in intercultural communication, overcoming the language barrier and creating a supportive social environment. Methodology and methods of the study. The main research methods were theoretical (analysis; synthesis; specification; generalization); diagnostic (questionnaire); statistical methods. Results. The survey was conducted with the participation of 136 Russian-speaking and foreign, studying at Siberian State Medical University, which became the platform for the study. The questionnaire is based on the international Likert psychometric scale. Conclusion. Based on the results obtained, recommendations are offered for optimizing the use of international student festivals for the successful adaptation and socialization of foreign students of medical universities.

Introduction. The article defines the concepts of radicalism, extremism, terrorism, their conceptual relationship, as well as their importance for the modern educational environment. Purpose setting. The main task is to distinguish and compare the concepts of «radicalism», «extremism», «terrorism», as well as to clarify the question – is it necessary to acquaint students with these ideas for the purpose of preventive education of an individual with an active civic position? And which humanitarian disciplines can cope with such a task? Methodology and methods of the study. These are conceptual analysis, analysis of documentary sources, description, comparison, analogy. Results. The analysis of the concepts of «extremism», «radicalism», «terrorism» is carried out according to the legislative interpretations of the Russian Federation, and the irreducibility of these concepts to each other is shown due to significant differences. The term «radicalism» implies only a theoretical basis for changing the existing state structure, while «extremism» develops ways to implement a radical idea, and «terrorism» already carries out illegal activities in relation to government bodies. The ideas of radicalism and extremism are constantly reproduced in various spheres of society, which is why it is so important to develop preventive measures and control these ideas by the state. One of the educational preventive measures is the introduction of a new discipline, «Fundamentals of Russian Statehood». Conclusion. The discipline «Fundamentals of Russian Statehood», reflecting the ideological sentiments of the state, has all the resources to implement an educational strategy, the formation of critical thinking and an active civic position in young people.

Introduction. The article is a continuation of the research on youth initiative budgeting (II B), and focuses on its potential as a tool for sustainable rural development. The relevance of the work is determined by the strategic objectives of overcoming spatial inequality, increasing financial accessibility and forming a personnel reserve for rural areas. Purpose setting. The purpose of the study is to analyze the role of the IIB in overcoming socio-economic barriers in rural areas and to develop mechanisms to enhance its impact. The tasks included identifying key issues of civic engagement in rural areas (economic, institutional, sociocultural constraints, and personnel imbalance) and finding ways to address them through the integration of educational resources and proactive budgeting tools. Methodology and methods of the study. The research is based on the synthesis of a competence-based approach, the principle of human-centricity and orientation towards the formation of civic identity. The empirical base is based on the analysis of official data from the Ministry of Finance of Russia, NIFI and Rosstat. Results. The key problems hindering the development of the IIB in rural areas, including structural personnel imbalance and infrastructural constraints, have been identified and systematized. As a system solution, a model for the integration of educational resources is proposed, including the involvement of students as curators of SHKIB projects and the creation of continuous educational tracks. The effectiveness of the collaboration of StIB agricultural universities and SHKIB in rural areas for the formation of a vertical of civic participation is substantiated. Three scenarios of the IIB development (inertial, innovative, and intensive) are analyzed and recommendations are given for regional practice, in particular for the Novosibirsk region. Conclusion. It is concluded that the IIB is an effective mechanism for enhancing youth participation and sustainable rural development. StIB practice in agricultural universities prepares a talent pool capable of acting as ambassadors of change in rural areas. The integration of the IIB into the educational process and youth policy makes it possible to transform it from a financial mechanism into a comprehensive educational and educational technology.

Introduction. The relevance of the article is due to the problem of the functioning of professional mentors in Russian universities. Purpose setting. The purpose of the study is to summarize the regulatory information on mentoring in domestic and foreign universities. The article reveals various points of view on professional mentoring as a universal mechanism for ensuring the professional socialization of an individual. The technology of organizing and supporting his personal and professional development, the formation of spiritual, moral, and civic-patriotic qualities of university students is presented. The article presents possible solutions to the pedagogical problem of mentoring. Methodology and methods of the study. The methods of the research are examinations and analysis of scientific papers of scientists and researchers, military experts, analytical materials of official Internet resources, comparison and generalization of empirical data presented in research materials. The study includes a review of bibliographic and theoretical sources on the disclosure of the content and algorithms of professional mentors’ activities. Results. The results of the work include a description and analysis of problems related to the disclosure of the concepts of «mentoring», «professional mentoring», criteria and indicators for evaluating research results. The possibilities of using the «SWOT analysis» method to uncover opportunities and risks in professional mentoring are revealed. Conclusion. In the final part of the work, it is said that the problem of professional mentoring has not been completely solved and the success of their activities depends on the university leadership and the community of professional mentors.

Introduction. The article examines the role of artificial intelligence (AI) technologies in teaching foreign languages in higher education institutions. It considers current trends in integrating AI into the educational process, the specifics of using digital tools, and the impact of new technologies on the development of educational practices. Purpose setting. The study determines the place of AI technologies in the educational process, their interaction with other elements, and describes the possible results. Methodology and methods of the study. The study includes the theoretical analysis of scientific literature, the experience of domestic and foreign scientists, as well as the results of the author’s own empirical research. Results. The author substantiates the use of AI as a teaching tool and the place of this technology in the learning process in order to improve the effectiveness of teaching foreign languages, especially in the context of introducing blended learning formats. The advantages and limitations of AI technologies are described, and recommendations for organizing the pedagogical process using modern digital platforms and services are formulated. Particular attention is paid to issues of student motivation, the quality of educational services provided, and the responsibility of teachers for the implementation of innovative teaching methods. Conclusion. The introduction of AI into the educational process can be successful and facilitate learning, but it can also pose a significant challenge for teachers in terms of authorship and the quality of student work. Studying technologies, identifying and adhering to the rules for their use is an important task for modern teachers. This article is intended for educators, researchers, and all interested parties seeking to deepen their understanding of the prospects and risks associated with the use of AI in education.

Introduction. The article examines the impact of artificial intelligence (AI) technologies on the development of critical thinking in students. Modern pedagogical approaches aimed at improving the level of personal development of school-children, improving academic discipline, stimulating productive knowledge, skills of independent choice, critical analysis, reflection and independent thinking in a digital educational environment are discussed. The main challenges faced by teachers and users when implementing AI in the educational process are described, as well as examples and recommendations for overcoming them. Purpose setting. The relevance of considering this topic is due to the fact that the modern educational space is actively being transformed under the influence of digital technologies and AI. One of the key aspects of the introduction of AI into educational processes is its impact on the development of critical thinking in students. The methodology and methodology of the study. In the article, within the framework of the author’s personal pedagogical activity, which is based on a systematic approach to the analysis of the educational process using AI, as well as on pedagogical theories of the development of critical thinking, it is shown that modern pedagogical practices based on the use of AI determine the positive and negative sides of its application. Results. The article defines that AI systems, such as intelligent learning platforms, help students analyze large amounts of information and identify key aspects. However, they limit the independence of students if they are used without proper pedagogical support. AI contributes to the formation of information synthesis skills through the generation of problem tasks and automatic feedback. However, dependence on algorithms can reduce the depth of independent analytical work. Conclusion. AI provides significant opportunities for the development of critical thinking in students, in particular, through adaptive learning and automated feedback. However, the effective use of technology requires a conscious pedagogical approach aimed at combining digital and traditional teaching methods. Teachers need to adapt their approaches in order not only to stimulate the cognitive activity of students, but also to minimize potential risks, such as a decrease in independent thinking.

Introduction. This article is devoted to the development of a component-level model of the concept of professional mentoring in higher education institutions. The relevance of the article is due to a problem in the logic of applying a key concept in research. Purpose setting. The purpose of the study is to clarify the concept of «professional mentoring» and substantiate the component-level model of professional mentoring at the university. The article reveals the terminological and substantive vagueness of the concept of «professional mentoring», mixing it with tutoring, curation, coaching, there are no agreed components and criteria for evaluating implementation. Methodology and methods of the study. Research methods: analysis and synthesis of scientific literature, comparative analysis of concepts, modeling. The study includes a review of bibliographic and theoretical sources on the disclosure of the content and algorithms of professional mentors’ activities. Results. The results of the work include a description and analysis of the problem related to the disclosure of the concepts of «mentoring», «professional mentoring», criteria and indicators for evaluating research results. Conclusion. In the final part of the paper, it is said that the problem of professional mentoring has not been fully solved and the success of their activities depends on the university leadership and the community of professional mentors.

Introduction. Modern studies of the digital transformation of education demonstrate polarity of assessments: some authors emphasize the risks of dehumanization and increasing inequality, while others – the potential for democratization and innovation. For an objective analysis of the role of massive open online courses, it is necessary to consider them as a socio-cultural phenomenon in the context of a systemic restructuring of the educational environment. Purpose setting. The task is to conceptualize massive open online courses as a factor in socio-digital transformation, identify their system-forming functions and the dialectic of progressive / destructive effects in the context of redefining educational paradigms. Methodology and methods of the study. The study is based on the synthesis of the sociotechnical approach, network analysis and critical theory of digital education. The methods of content analysis and conceptual modeling were used. Results. It was found that massive open online courses reconfigure the ontology of the educational space through asynchronous temporality and delocalization, replacing institutional hierarchies with network collaborations and the transition to algorithmic legitimation of knowledge. An antinomy between the declared democratization and the reproduction of digital inequality has been revealed. Conclusion. Massive open online courses are not a technological tool, but an evolutionary stage in the development of education, where technological capabilities, anthropological shifts, and socio-cultural transformations converge. The digital transformation of the educational environment is acquiring qualitatively new properties – from hybrid ecosystems to alternative accreditation systems, determining the vectors of development of the culture of knowledge in the 21st century.

Introduction. The article is devoted to the urgent problem of developing research competence among students of secondary vocational education (SVE) in the context of modern socio-economic challenges and requirements for the competitiveness of specialists. Purpose setting. The purpose of the article is to summarize the experience of developing research competence through an educational and methodological complex as an important tool using the example of a general education discipline (geography). Methodology and methods of the study. The research used methods of analyzing scientific literature, dissertation research, generalization of pedagogical, occupational and personal experience, pedagogical experiment, and formulation of conclusions. Results. As a practical tool for solving this problem, an educational and methodological complex (EMC) in a general education discipline (using geography as an example), focused on research activities, is proposed. The article summarizes the experience of developing and implementing such a management system for first-year students. The main difference between the proposed approach is the integration of research tasks (mini studies, case studies, business games with a professional context, individual projects) directly into the educational process on each topic, rather than separating them into a separate block. The author describes in detail the structure and content of the EMC, which includes a problem-based presentation of the material, professionally oriented tasks, research algorithms and methodological support for all stages. Conclusion. The implementation of the described approach is considered as a contribution to the training of mobile and proactive PDF specialists of secondary vocational education capable of self-development and adaptation in a dynamic environment.

Introduction. Modern society places high demands on the level of reading literacy of future teachers, since they are the ones who form the key competencies in the younger generation that are necessary for successful academic and professional activities. Reading literacy is a complex multicomponent phenomenon that includes not only the ability to find and extract information from the text, but also the ability to interpret, critically evaluate and apply the acquired knowledge in various situations. Purpose setting. The purpose of this research is to study the level of reading literacy of students of pedagogical universities. Methodology and methods of the study. To achieve the set goal, the following methods were used: theoretical analysis, including a review and generalization of scientific research on the problems of functional and reading literacy, as well as an analysis of regulatory documents and international studies (PISA, PIAAC, TIMSS); a testing method, which involves measuring the level of students’ reading literacy using specially developed tests; methods of quantitative and qualitative data analysis focused on processing and interpreting the test results. Results. Pedagogical diagnostics showed significant differences in the level of development of students’ reading literacy. The greatest success was achieved in the component «finding and extracting information», however, significant difficulties were revealed in the components «integrating and interpreting information» and «evaluating the content and form of the text». A particularly low level was shown in critical evaluation of the text and in the use of information to solve practical problems, which requires additional attention in pedagogical practice. Conclusion. The research prospects include the analysis of factors influencing students’ reading literacy, the development and testing of methods for its formation, as well as the study of the dynamics of this competence development at different stages of education.

Introduction. Currently, the rapid development of digital technologies is opening up new meanings for education, while simultaneously building a number of threats, value risks, problems of socio-psychological, ethical genesis of the use of artificial intelligence (AI) in education. Purpose setting. Awareness of threats and value risks under the influence of modern breakthrough technologies will allow the use of AI as a software product written in certain information codes and implementing specific algorithms created by man, therefore it can only be conditionally called intelligence, which will never replace natural intelligence, consciousness. Methodology and methods of the study. General scientific methods of analysis and synthesis of international best practices, comparative analysis, analysis of descriptions, generalization of research in Russian and foreign sources on the problem of the article. A systematic analysis of value risks and threats, problems made it possible to assess potential dangers and distortions of the value-semantic sphere of personality. Results. The results of the study. An analysis of psychological and pedagogical literature in Russian and foreign sources, in the Siberian State University of Engineering and Biotechnology has shown that the introduction of AI into the educational process has technological meanings and value risks, threats and problems associated with generative artificial intelligence in education. AI technologies are integrated into various services and systems that transform familiar services and forms of interaction beyond recognition. The negative effects of AI in education are divided into two groups. One group of value risks is related to technological threats to the security of students’ personal data. Another group of risks associated with the distortion of the value-semantic sphere of personality, the emergence of new pathological conditions and mental disorders. Conclusion. Underestimation of the risks and threats of the transformation of the value-semantic sphere of the individual under the influence of the digital environment and misunderstanding of the need for axiologization will lead to serious consequences related to the deformation of the mentality of Russian society and the loss of spiritual and moral guidelines for future generations. Only with a conscious and responsible approach to the introduction of innovations, as well as with the participation of highly qualified teachers, can society create an educational system that will meet the challenges of the modern world while maintaining its humanistic focus.

Introduction. The article is devoted to the study of the problems of personal characteristics of students in the context of their professional self-determination. The paper reveals the relevance of studying personal characteristics for the process of career guidance in modern education. Purpose setting. The purpose of the study was to identify differences in the manifestation of personal characteristics and professional orientation of students of vocational education organizations of different orientation. Methodology and methods of the study. The methods of personal characteristics research were used as psychodiagnostic tools: «Multifactorial personality questionnaire 16 PF» by R.B. Cattell, adapted by A.N. Kapustina; «Narcissistic personality traits» by O.A. Shamshikova and N.M. Klepikova; «Hikikomori questionnaire (HQ-25)» by Ya.S. Lyakina, A.A. Fedorov, and A.R. Theo, and methods of professional orientation: J. Holland’s test «Definition of a professional personality type» and L. Jovaiša’s «Definition of professional inclinations» methodology, modified by G.V. Rezapkina. Results. The results of a comparative analysis of the manifestations of personal characteristics and professional orientation of students from different professional educational organizations are presented. It has been established that students in aviation-technical, chemical-technological specialties and hairdressing specialties differ in the manifestations of such personal characteristics as closeness and sociability, lack of social interactions and emotional support, belief in their own uniqueness, the need for constant attention and admiration, preoccupation with fantasies and the level of intelligence, as well as professional orientation according to the parameters of research (intellectual) work, aesthetic activities and extreme activities, etc. Conclusion. Students of different professional educational institutions have significantly different expressions of personal characteristics and professional inclinations. These results make it possible to form effective career guidance programs for young people, as well as to build constructive work on the professional self-determination of students based on their personal characteristics.

Introduction. The article examines personalized learning in the system of additional education using network information blocks. An innovative model is presented, including a digital educational platform, a system for developing individual learning trajectories, an adaptive assessment system, and teacher support. The principles of organizing personalized learning, methods of adapting educational content, and examples of successful practices in Russian universities are considered. Modern education is undergoing digital transformation, which requires new approaches to learning. Personalized learning allows for consideration of students’ individual characteristics, needs, and interests, especially in additional education, where flexibility and variability of educational programs traditionally prevail. Purpose setting. The research aims to develop an innovative model of personalized learning for the system of additional education in technical and natural sciences universities. Special attention is given to the integration of network information blocks that ensure the adaptability and flexibility of the educational process. The growth of digital technologies and changing labor market demands necessitate the modernization of educational processes. Personalized learning, based on network information blocks, enables the creation of individual learning trajectories, increasing student motivation and improving educational results. Methodology and methods of the study. The study employs methods of scientific literature analysis, comparative analysis of educational practices, and academic process modeling. The key principles of personalized learning are examined, including variability, active student participation, content adaptability, continuous monitoring, and the use of digital technologies. Results. A personalized learning model is presented, comprising: 1) A digital educational platform integrating learning management tools; 2) Network information blocks as modular units of educational content; 3) A system for developing individual learning trajectories; 4) An adaptive assessment and progress monitoring system; 5) Teacher support in creating and managing educational content. Examples of personalized learning implementation in Russian universities (Tomsk State University, Bauman Moscow State Technical University, Ural Federal University) are provided. Conclusion. The fulfillment of personalized learning requires comprehensive organizational and methodological support, including regulatory documents, methodological materials, technical support, and teacher training. The introduction of network information blocks and adaptive educational technologies enhances learning quality and ensures its compliance with modern requirements.

The rapid integration of artificial intelligence (AI) into the educational process has significantly affected the professional self-determination of teachers. This article examines the concept of teacher's self-determination in the context of AI implementation, focusing on the role of professional reflection, the possibilities of AI in education, and the interaction of educational actors with AI systems. The aim of the study is to investigate how AI tools affect teachers' sense of autonomy, competence and professional reflection. The research methods used were literature analysis methods and a questionnaire method involving a survey of 256 teachers from organisations providing secondary vocational education and using AI tools. The results show that AI can enhance teachers' competence by providing them with contextual data and simplifies the administrative routine of the educational process, but it can also undermine autonomy and destroy the self-definition of the professional role of the teacher. Respondents expressed the need for training, ethical standards, and shared decision-making to maintain their self-determination. The study concludes that the balance between the integration of AI and the need for professional reflection of teachers is crucial for creating an effective educational environment.

Introduction. The article examines the essence and structure of the digital educational environment, presents its components, principles of functioning and organization, as well as differences from the traditional educational environment. The concept of humanitarian personal development includes philosophical and pedagogical foundations of the humanities’ approach; key characteristics of humanitarian development; the interconnection of humanities and technological components of education; opportunities for personalized learning provided by adaptive educational trajectories and consideration of individual characteristics and needs of learners, development of independence and responsibility for one’s own learning. It has been established that expanding access to humanities knowledge is implemented through electronic libraries and databases; virtual museums and cultural platforms; online courses in humanities disciplines. Interactivity and multimedia in humanities education is ensured by visualization of humanities knowledge; interactive simulations of historical events; multimedia projects as forms of creative self-expression for education participants. Purpose setting. The research aims to answer the question of why, despite the active implementation of digital technologies in education, it remains unclear how the digital educational environment can become an effective factor in humanitarian personal development. The paths for overcoming the existing danger that the technologization of education may lead to the loss of its humanistic orientation, reduction of the role of creative and critical thinking, and weakening of emotional and spiritual components of personal development are noted. The purpose of the article is to theoretically substantiate and practically reveal the potential of the digital educational environment as a factor of humanitarian personal development, as well as to determine the conditions and mechanisms for realizing this potential. The relevance of this research is due to several factors. Firstly, the intensive development of digital technologies requires rethinking the role and place of humanities knowledge in the modern educational space. Secondly, there is a contradiction between the technological capabilities of the digital educational environment and the need to form a holistic, harmoniously developed personality. Thirdly, the mechanisms of using digital technologies to achieve humanitarian goals of education are insufficiently studied, which creates a risk of technocratization of the educational process. Research Methodology and methods of the study. Methods of scientific literature review, comparative analysis of educational practices, modeling of the academic process, and a systematic approach allowing consideration of the digital educational environment as a holistic phenomenon were used, along with the humanistic paradigm of education oriented toward personal development, and the activity approach emphasizing the active role of the learner in the educational process. Results. 1. The theoretical foundations of the functioning of the digital educational environment and the concept of humanitarian personal development were analyzed. 2. The possibilities and potential of the digital educational environment for humanitarian development were identified. 3. Mechanisms and pedagogical conditions for the effective use of digital technologies in humanitarian education were determined. 4. Problems and risks associated with the digitalization of humanities education were revealed. 5. Practical recommendations for creating a humanitarianly-oriented digital educational environment were developed. Conclusion. The digital educational environment should be understood as an integrated system of digital technologies, electronic resources, online platforms and tools that ensure the organization, support and development of the educational process. This is not simply a combination of technical means, but a comprehensive educational ecosystem including content, technological and social components. Humanitarian personal development is considered as a multifaceted process of forming a person as a subject of culture, capable of creative thinking, value self-determination, empathy and dialogue. This development involves the formation of critical thinking, aesthetic perception, ethical representations, communicative competencies and the ability for self-reflection. Humanitarian development is directed toward the formation of a holistic personality who understands their place in the world, capable of meaningful choice and responsible action.