Analysis of the value preferences of university students in the framework of their axiological education

Introduction. The axiological education of university students (including technical ones) is becoming relevant in the modern world. There is a need to educate an independent and responsible person who is aware of his hierarchy of values and correlates it with the values of modern society. The purpose of the study was to analyze the value preferences of students of a technical university based on the results of participation in the «Pushkin Card» program. Materials and methods. The materials for the study were the works of scientists, student`s reviews, who took part in the project "Pushkin Card – Culture Education (Axiological Aspect)" (154 people) and the results of a survey in which 126 students from the MIREA – Russian Technological University took part. Theoretical (analysis of research literature, analysis of student feedback after attending cultural events and their speeches at summarizing online seminars) and experimental (questionnaire) research methods were used. Methods of personal interest of students, a personal approach were used (students independently chose an event that can be paid for by the "Pushkin Card"), an activity approach (students were required to attend the event they chose), the method of axiological analysis (students in their reviews evaluated the event in terms of the values formed by it). Research results. The result of the study is the conclusion that, in general, students of the MIREA – Russian Technological University actively use the "Pushkin Card" program, are aimed at axiological education and are able to independently analyze the value characteristics of the cultural events they choose. 30% of students chose contemporary art to visit, 20% – classical art, historical museums were chosen by 17.5% of students, natural science museums – 12.3%. In terms of attendance, museums and exhibitions ranked first, cinemas ranked second, theaters ranked third, and folk music concerts ranked last. In the first place for students were cognitive and aesthetic values. 1/3 of the respondents attend cultural events 1-2 times every six months and 1/3 of the students – 1-2 times a year. Conclusion. The initial finding of young people in a situation of value pluralism and their ability to think critically allows us to make an assumption that it is possible for them to create a harmonious value worldview, which will be a synthesis of the positive features of different axiological discourses of modern culture.