PRINCIPLES OF FORMING A CULTURE OF STUDENT INTERACTION IN AN INCLUSIVE UNIVERSITY ENVIRONMENT

In the article, the author identifies and characterizes the key principles of forming a culture of student interaction in an inclusive university environment: equality and non-discrimination, tolerance and respect for diversity, empathy and emotional sensitivity, partnership and cooperation, pedagogical support and guidance, active social participation, reflexivity, inclusive pedagogical culture, and self-regulation. Thus, the principle of equality and non-discrimination implies the unconditional recognition of the equal dignity and rights of all students, regardless of individual characteristics, and the exclusion of any forms of discrimination, prejudice or social exclusion in the educational process. The principle of tolerance and respect for diversity is based on the acceptance of the diversity of human experience and a positive attitude towards people with differences in development, worldview, culture or social status. It contributes to the formation of openness to dialogue and mutual enrichment. The principle of empathy and emotional sensitivity consists in developing the ability to understand the emotional state of another person, to show empathy, support and constructive participation in social interaction, which is critically important in mixed student groups. The principle of partnership and cooperation orients participants in the educational process to horizontal, mutually respectful forms of communication that involve cooperation, mutual assistance and joint responsibility for the result of mutual work. The principle of pedagogical support and accompaniment emphasizes the need to create a system of targeted support from the teaching staff, tutors and curators to form a favorable microclimate in an inclusive environment. The principle of active social participation contributes to the involvement of all students in joint educational, cultural and social initiatives, which ensures the realization of the potential of the individual through integration into the academic community. The principle of reflexivity ensures the development of critical reflection on one's own experience of interaction, contributes to the formation of a conscious attitude towards one's own attitudes, values and models of behavior in the process of communicating with others. The principle of inclusive pedagogical culture determines the need to form ideological, ethical, and professional guidelines among all participants in the educational process that correspond to the ideology of inclusivity and humanism in university education. The principle of self-regulation ensures the development of self-regulation of behavior in all participants in the educational process and self-regulation of the individual in the process of student interaction in an inclusive university environment.