Abstract:

The relevance of the problem of students’ sociocultural values formation in the educational environment of higher education institutions is obtained in the article. The theoretical substantiation of the problem is carried out and the necessity and expediency of revealing the essence and logic of experimental research of the process of students’ sociocultural values formation in the educational environment of higher educational institutions is proved. The methodological basis of the research, which is represented by the polyparadigmal integrity of educational paradigms and the synthesis of ideas of scientific approaches, and the research methods, used in the work, are disclosed. It has been found, that the essence of the experimental work is to verify the potential of the methodology of students’ sociocultural values formation within the axio-oriented educational environment of higher education institutions and clarify the logic of the axiogenesis of sociocultural values. The criteria apparatus of the research is revealed, it contains motivational-axiological, cognitive-reflexive, and subject-activity criteria with corresponding indicators. In accordance with the requirements for the diagnostic stage of the experimental study, the diagnostic tools, which used in the ascertaining and control stages of the experimental work, containing both standardized approaches (“Value Orientations Study” approach by P. Stepanov); “Schwartz’s Study of Personality Values” questionnaire, etc.), and author’s proprietary questionnaires (“Level of Formation of Sociocultural Values According to the Motivational-axiological Criterion” questionnaire etc.), are presented. The general sequence of experimental work, which was reduced to such a logical scheme, is highlighted: 1) diagnostics of level of sociocultural values formation; 2) the methodology of students’ sociocultural values formation in the educational environment of a higher education institution; 3) analysis of the dynamics of sociocultural values at different stages of its axiogenesis and environment. The summary interpretation of criteria, indicators, and related diagnostic approaches is presented in the table. The stages of experimental work are succinctly disclosed Author Biography Elvira Zaredinova, Institute of Educational Problems National Academy of Pedagogical Sciences of Ukraine M. Berlinskoho str., 9, Kyiv, Ukraine, 04060 PhD, Associate Professor, Senior Researcher Laboratory of Moral Civic and Intercultural Education

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