Анотація
Сьогодні багато авторів займаються цифровою та онлайн-освітою, компетенціями та навчанням протягом життя. Проте менше говорять про роль міжособистісних стосунків, навіть якщо вони важливі для збереження сталості освіти. Мета статті – дослідити сферу людських відносин. Для досягнення поставленої мети була використано теорію організаційної та соціальної психології: відносини можуть бути реалізовані лише через міжособистісний діалог. З погляду навколишнього середовища виявлено, що як суб’єктивні, так і об’єктивні чинники визначають близькість стосунків. Зроблено висновок, що особистість учителя – запорука успіху на всіх рівнях освіти. Обґрунтовано, що результат центрального регулювання навчальних програм такий, що освітою майбутніх фахівців керують сучасні професіонали, які часто зацікавлені забезпечити те, що потрібно зараз, а не те, що може знадобитися в майбутньому. Доведено, що недостатньо лише, аби студенти усвідомлювали академічну місію, а також того, щоб університет був своєрідним місцем навчання та підготовки до ринку праці. Із соціально-психологічного погляду показано, що якість викладання має найбільше значення, але з урахуванням теорії організаційної психології. Представлені матеріали можуть використати університети для роботи над підготовкою випускників шляхом роботи над удосконаленням характеру. Враховуючи різноманітні підходи до організації діяльності учасників навчання та особливості їхнього саморозвитку, модель формування системи цінностей майбутнього вчителя дасть змогу забезпечити умови для індивідуалізації траєкторії навчання.
Ключові слова
планування кар’єри; інструкція; зсув парадигми; Індустрія 4.0; креативність; міжособистісні стосунки
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