Introduction. The relevance of addressing the problem of forming prosocial attitudes in student behaviour is connected with the need to harmonise interpersonal relations in modern Russian society. The special attention paid to Russian higher education institutions is explained by the fact that the university environment is not only an educational but also a sociocultural space where young people get socialised. It is the graduates of socionomic training profile at higher education institutions that will become the actors building friendly relations and promoting solidarity values in Russian society in the future.
The aim of the study is to explore the issues of framing the social mandate for the formation of prosociality in students of Russian universities majoring in socionomic areas, and its regulatory patternisation.
Materials and methods. The identification of the social mandate for the formation of prosociality in socionomic-profile students and its analysis was carried out on the basis of the regulatory documents defining the requirements for the results of mastering the basic educational programmes (educational standards) and the regulatory documents defining the requirements for a specialist’s qualification necessary for performing a certain job function (professional standards). The specification of these groups of documents as a source basis for the research makes it possible to consider the social mandate as a bidirectional process – the system of higher professional education, on the one hand, and potential employers, on the other hand.
Results. It was established that prosociality is one of the basic personal qualities of students; therefore, it is possible to form prosocial professional competencies on this basis – primarily, in future specialists who will devote their lives to socionomic professions. The analysis of the educational standards in socionomic training areas as well as the professional standards in socionomic professions made it possible to reveal a prosocial segment in their job profile diagram.
Conclusion. The analysis of works and regulatory documents defining the requirements for professional training of socionomic-sphere specialists made it possible to conclude that the formation of students’ prosocial qualities is the point of intersection of social needs towards the harmonisation of interpersonal relations, and the state’s and professional community’s mandate to train specialists successfully realising the prosociality values in their work.
Keywords: prosociality, higher professional education, socionomic areas of training, students, personal qualities, professional competencies
For Citation: Kozlov, K. V., Eroshenkova, E. I., & Isaev, I. F. (2025). Social mandate for forming prosociality in Russian students of socionomic educational profile: from personal qualities to professional competencies. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (5), 122–136. https://doi.org/10.32744/pse.2025.5.8
Authors:
Konstantin V. Kozlov (Russia, Belgorod) — Associate Professor, Cand. Sci. (History), Associate Professor, Department of Russian History of Documentation. Belgorod State National Research University. E-mail: kozlov@bsuedu.ru
Elena I. Eroshenkova (Russia, Belgorod) — Associate Professor, Dr. Sci. (Educ.), Professor, Department of Pedagogics. Belgorod State National Research University. E-mail: eroshenkova@bsuedu.ru
Ilya F. Isaev (Russia, Belgorod) — Professor, Dr. Sci. (Educ.), Professor, Department of Pedagogy. Belgorod State National Research University. Email: isaev@bsuedu.ru
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