Peculiarities of personality development of the future in the context of information and communication technologies and education system reform (Polish experience)

Abstract

Given the intensification of modernization processes in education, the problem of predicting the conditions in which the personality of the future will develop is relevant. Determining the vector of further movement is an important step in the renewal and improvement of educational interaction. In particular, significant for the organization of pedagogical interaction is compliance with the socio-cultural environment. Socio-political changes significantly modify the process of personal formation, which, in turn, requires an adaptive response from specialists in psychological and pedagogical direction. Accordingly, the object of the presented research work is determined by the context of future personality formation. The task of this study is to establish the content and measure of transformative influences in the situation of reforming the educational system, in particular the introduction of information and communication technologies in the educational process. The methodological basis of this work general scientific and scientific-pedagogical methods aimed at forecasting and modeling. The empirical basis for the conclusions provided in the work are the results of the conducted psychological survey and questionnaire survey of participants in the educational process. Accordingly, the article presents a theoretical model of personality development in modern information society, taking into account the peculiarities of the educational process in which it is located. The category of “information culture” is defined as an integrative concept for the study of the presented topic. The main directions of the modernization of the educational process in the crisis caused by sudden digitalization are defined. In particular, the work reflects the need to improve the digital competence of teaching staff, expanding the technical support of educational institutions, eliminating the limitations of interaction between students and teachers, as well as ensuring inclusiveness and humanistic principles of education. In addition, it is established that the new information context is favorable for the personal development of students. First of all, it is reflected in the increased level of actualization, self-efficacy, and ego-identity of the latter. In addition, the changes in the character profile of teachers are expressed.