The principle of humanitarization as a methodological basis for implementing the discipline “Technologies of personal growth and social interactions” at a university

The goal of the research is to theoretically substantiate the principle of humanitarization as a system-forming methodological foundation for implementing the universal discipline “Technologies of personal growth and social interactions” at a higher education institution. The empirical basis of the study consisted of the curricula of Russian universities on the relevant topic, their comparative analysis, as well as the experience of the Siberian Federal University in teaching this course, its pedagogical analysis and generalization. The article substantiates the relevance of this course, describes and pedagogically interprets the experience of the Siberian Federal University in teaching students the technologies of personal growth and social interactions from the standpoint of humanitarization and digitalization of education. The scientific novelty of the research lies in summarizing and presenting the experience of implementing this course at different universities in the form of a classification of teaching models for the discipline in question, with a characterization of their didactic potential and the risks of reducing personal development. Specifically, the lecture-academic (theoretical), training-coaching (practice-oriented), and integrative-blended models have been identified. The latter compensates for the shortcomings and enhances the advantages of the first two models (theoretical training in the mode of synchronous lecture-webinars is complemented by practice-oriented training conducted at in-person seminars, and pedagogically justified, predominantly asynchronous independent work of students in the university’s information and educational environment). As a result of the study, prospects for the development of the course have been formulated in the context of the humanistic paradigm and digital transformation. These include pedagogically justified integration of artificial intelligence into education while preserving reflection, the “end-to-end” implementation of electronic portfolio technology in the educational process at the university, and the development of inclusive and ethical components of the discipline content.