Skorobogatova V.I., Rostovskiy R.V. Challenges of higher education in the socio-cultural and value dimension. Bulletin of the South Russian State Technical Universi- ty (NPI). Series: Socio-economic Sciences. 2026; 19(3): 185–195. (In Russ.). http: ...

Текст статьи на сайте жунала URL: https://vestnik.npi-tu.ru/index.php/vestnikSRSTU/ru/article/view/2872 (дата обращения 13.11.2026)

Abstract

The article discusses the implementation of a new model of higher education from the perspective of changing the formation of the value paradigm of educational content and finding mechanisms for the organic inclusion of value competencies in the educational process. The purpose of the publication is to problematize the value dimension of new generation educational programs, the role and content of the so-called socio-humanitarian core of the educational program, whose objectives are to immerse the student in both the historical and patriotic context and the philosophical understanding of the value foundations of personality. Materials and research methods. In the course of the study, the method of system analysis and the comparative legal method were used to reveal the essence of the problem under investigation. The sources of the study included government documents, media publications, materials from the pilot project for the implementation of a new model of higher education, public expert discussions, and scientific research by domestic scholars in the field of upbringing and education. Result of the study. The article analyzes the experience of pilot universities in adapting the new model of higher education, analyzes the risks of a mechanical, formal approach to the implementation of the socio-humanitarian core, and highlights a set of value-based competencies that define the worldview foundation: conscious patriotism and critical thinking. It was concluded that the role of the student’s subjectivity in the process of forming a worldview has increased, and the theoretical course has been maximally integrated into the practical activities of the student community, making it possible to measure the developed value competencies. The prospects for further research on this issue include the development of new forms of work and mechanisms for the formation of value competencies, the assessment of the student’s worldview maturity, and their involvement in social processes and public activities.