I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

university, educational ecosystem, educational environment, communication environment, cognitive paradigm of education, human conformity

Universities play an important role in society, ensuring the fulfillment of higher education objectives and conducting systematic research that contributes to the social and economic development of the educational sphere and the country as a whole. The “university as an ecological ecosystem” trend aims universities at solving organizational and managerial tasks of expanding the range of educational trajectories and opportunities. At the same time, modern education is increasingly aware of the need to create effective communication environments for successful implementation of educational programs and achievement of educational goals. It is the educational environment of the university that is “responsible” for environmental friendliness not only by the variety of educational opportunities, but also by the quality of their implementation. In this regard, universities are gradually turning into educational ecosystems, where communication plays an important role in organizing and managing the educational process. The purpose of the article is to develop a model and stages of creating a university communication environment as a condition for the sustainable development of an integral ecosystem. This article presents a model of a developed university communication environment, gives indicators for assessing its level, and shows the results of diagnosing the educational environment of a number of pedagogical universities from the standpoint of the criterion of communication. A generalization of the main content characteristics of a developed university communication environment is given from the standpoint of its openness and influence on the creation of an educational ecosystem. The ecosystem is considered by the authors as a set of socio-cultural organizational and pedagogical conditions aimed at the active involvement of educational subjects in the process of cognition of subject professional areas.

Стукалова Ольга Вадимовна – доктор педагогических наук, доцент, ведущий научный сотрудник Федерального научного центра психологических и междисциплинарных исследований (Казанского филиала), г. Казань, Россия, https://orcid.org/0000-0001-8377-2388, stukalova@obrazfund.ru

Прокофьева Елена Николаевна – кандидат педагогических наук, доцент, старший научный сотрудник Федерального научного центра психологических и междисциплинарных исследований (Казанского филиала), г. Казань, Россия, https://orcid.org/0000-0003-0416-1226, elena-kzn@list.ru