Abstract
On the cusp of the 20th and 21st centuries, during the period of progressing globalization processes, all social institutions, including science and education, saw major changes. On the one hand, the transitivity of the modern society has influenced the changes in the system of social values and attitude to the information, a priori knowledge and university as the place of tits production and accumulation. On the other hand, the penetration of digital culture, containing new values and meaning of education has had a massive effect on the formation of certain patterns of subject-subject relations in the educational process. The purpose of this study was to explore the opportunities and risks associated with education of Russian students and to analyze social and axiological aspects of this process. In the course of our study we analyzed the differences between generations that are subjects of the educational process and presented key sociocultural characteristics of the student youth determining their approach to studies. The conducted analysis shows that as digital culture bearers Russian students adapt quickly to ongoing social and technological transformations/ as well as perceive and share the values of the academic community and future profession.
Highlights
The sociocultural transformation that took place in the Russian Federation in the late 20th– early 21st centuries as a result of global reformation and anthropologic revolution, as well as the establishment of postindustrial society caused the occurrence of a new generation of people, called “digital generation” [1]
During their studies the students acquire certain educational competences through acquisition of academic knowledge and solution of professional tasks, but they become a part of the academic community, where the subject-subject relationships between the representatives of different generations are of special importance
When identifying the trends in the intergenerational continuity in the Russian science and determining the susceptibility of the modern Russian youth to the values of the academic community and professional activity, we found the following: the choice of the field of studies and direction of education is determined by both family traditions and personal preferences; the young generation finds attractive the R&D activities within the chosen direction of education; they share the values of scientific cosmopolitism and interact with colleagues from other countries; the paramount values of the digital generation are a width of views, independence and optimism, which differ them from the paradigm typical of the generation of young scientists in the Soviet period
Summary
The sociocultural transformation that took place in the Russian Federation in the late 20th– early 21st centuries as a result of global reformation and anthropologic revolution, as well as the establishment of postindustrial (information-oriented) society caused the occurrence of a new generation of people, called “digital generation” [1]. The program aimed at the arrangement of system development and digitization of every area of life: economy, public administration, social sphere, and urban economy. In this regard a particular relevance is attached to the development of young skilled professionals — the future of digital economy, who are able to ensure global competitive ability and national security — in. During their studies the students acquire certain educational competences through acquisition of academic knowledge and solution of professional tasks, but they become a part of the academic community, where the subject-subject relationships between the representatives of different generations are of special importance. We face the challenge to identify specific aspects of enculturation of modern students during their studies, giving special consideration to the relationships between the students and the teaching staff as representatives of different generations
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