The relationship between professional identity and the assessment of the educational environment of the university by students majoring in psychology

Introduction. The active and widespread implementation of digital learning tools (massive open online courses, webinars, blogging, etc.) has led to the emergence of new questions regarding the role of the university, including in terms of forming students' self-concept and their place in the professional community. For students of psychological profiles of study, it is extremely important to be able to competently build communication with other people, which requires a significant self-disclosure at the stage of professional training. In the conditions of the digital environment, it is quite difficult, and the effectiveness of the face-to-face format is closely related to the perception of the learning space as comfortable. Materials and methods. The study was conducted in the first half of 2023 by using Google forms. The sample included students at the Novosibirsk State Technical University studying in the field of Psychology (N=70), average age – 19 years. There were used the following questionnaires: Questionnaire of the educational environment by V.A. Yasvin; Questionnaire of social and psychological comfort of the educational environment by G. Yu. Avdienko; Digital educational environment rating scale; Questionnaire for studying professional identity by L.B. Shneider. KEYWORDS Results. 90% of students have an unaccepted identity with the university environment, 80% show signs of low self-esteem associated with activities at the university, 63% have an unsatisfied need for security within the university, 58% there is an unstable professional orientation associated with the educational environment, 50% are characterized by unstable motivation for learning. Students who feel safe in the educational environment of the university evaluate the educational environment of the university as freer (Rs=0.48, p<0.05) and creative (Rs=0.41, p<0.05), and also do not consider it difficult to acquire competencies in practical activities in digital educational environment (Rs=-0.57, p<0.01) and do not experience difficulties when planning educational activities in it (Rs= 0.66, p<0.01). Conclusion. The discovery of a correlation between professional identity and the perception of the digital educational environment among psychology students suggests that among humanitarian specialists the level of mistrust in digital technologies in education is quite high. Accordingly, the digital educational environment of a university must change significantly for the use of digital tools in learning to be associated with quality education. Identification of new data on assessing the educational environment of a university will provide opportunities for the development and implementation of sociopsychological practices to accompany students in the educational process.