Home – Home – Jornals – "Philosophy of Education" 2021 number 2

Introduction. Mentality, value orientations and other manifestations of various forms of the student personal agency have dynamic characteristics, are in a state of constant changing, affect the quality of the educational process, and therefore require detailed scientific development. The analysis of the processes of transformation of the student personal agency as they acquire academic experience and professional knowledge in the conditions of permanent reform of the domestic higher education system reveals such negative manifestations as student conformism, lack of interest in individual educational trajectories, lack of understanding and rejection of the competence-based educational model. This is due to a number of reasons that are discussed in the paper, sometimes at the level of the problem statement. Methodology and methods of the research. The paper uses traditional methods of sociological research (content analysis, questionnaires, interviews, etc.), as well as elements of a post-non-classical (synergetic) methodological approach to the analysis of destructive trends in the student environment. As an empirical basis, we used the data of a sociological survey of law students in comparison with the opinions of graduates of various training profiles of four Novosibirsk and Altai institutions of higher education and three educational institutions of additional education, as well as expert assessments of higher school teachers in the Siberian region. The results of the research. As students understand university specifics and gain academic experience, such destructive tendencies as passivity, conformism, detachment from the educational process due to standardization and directive implementation of the competence-based model of higher education, and a decline in the interest in individual educational trajectories and interactive forms increase in their environment. As a result of the restriction of academic freedoms, the principles of the student-centered approach are violated. Students in their senior years do not fully become subjects of their own development. The paper reveals the following trends in the transformation of student personal agency: a decrease in social and cognitive activity in the educational process, conformism, rejection of bureaucratic trends in university life, lack of interest in individual educational trajectories, but at the same time, especially in senior courses, the search for sources of their formation and development within their own information and educational space, outside their native Alma mater. Conclusion. Within the framework of the student-centered approach in modern education, the student personal agency is considered as a dynamic characteristic and acts not only as a factor of interaction with the educational environment, but also as a way of its transformation. Students ‘ involvement in the educational process is determined by their worldview, value orientations, and social expectations, which change significantly in the course of study, sometimes in the direction of its destructiveness.