SOCIO-CULTURAL DOMINANTS IN TEACHER-STUDENT RELATIONSHIPS IN UNIVERSITY EDUCATIONAL ENVIRONMENT

The article actualizes the issue of socio-cultural dominants in the relationship between teacher and student in the educational space of a modern university. The aim of the article is to analyze the socio-cultural dominants in the educational space, which are a set of values, norms and traditions formed under the influence of social and cultural context, and in turn affect the process of teaching and education. It is important to understand that these dominants may differ significantly from region, country and even a particular educational institution because they determine the way of interaction between all participants of the educational process, influence the teaching style, assessment methods and the curriculum. The article uses an analytical method to analyses key factors that determine the dynamics of these relationships: cultural traditions, norms and values inherent in the university, as well as the social and psychological aspects of interaction, by applying to them different models and approaches often used in the educational process, including authoritarian and partnership teaching styles, and how they impact on their impact on learning process and outcomes. The conclusion is made about the most effective individual approach in the pedagogical process and the introduction of flexible adaptive forms in the educational system. Awareness and consideration of socio-cultural dominants allow educational institutions to develop more adapted and relevant approaches to teaching, which contribute to the preparation of students for successful integration into society.