DOI: 
http://dx.doi.org/10.15293/1813-4718.2502.01
UDC: 
37.015.3
Shisharina Natalia Victorovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of pedagogy, Irkutsk State University, nshisharina@yandex.ru, Irkutsk (Russia)

Key Personality Qualities: Challenges and Resources of Modern Education

Abstract: 
For a sustainable life in the modern world, new personal key flexible qualities of an organizer with critical thinking, teamwork competencies, motivation for continuous self-education and self-improvement are needed. The purpose of the article. To present an overview of the essence of key personality traits from the position of the two-sided (binary) nature of their complex socio-pedagogical nature, simultaneously in two statuses as challenges and as resources of modern education. This gives us the opportunity to find new scientific and practical meanings and values of organizing educational activities for children, adolescents and young people. Methodology. The methodological basis of the study is the works on philosophy (G. Hegel, I. Kant, F. Nietzsche, etc.), psychology (A. Maslow, K. Rogers), pedagogy (A. S. Makarenko, A. V. Mudrik, L. I. Novikova, N. L. Selivanova, T. A. Romm, etc.), sociology (A. A. Galaktionov). The analysis of the research methodology allowed us to identify the contradictory challenges of modern education (social networks and virtual reality; new trends and adaptation to them; stress and mental health in the modern world, etc.) and contradictory resources – opportunities (innovative educational technologies; joint projects and cooperation; development of emotional intelligence and personal growth practices, etc.) Results. As a result of studying domestic and foreign sources, we have identified several of the most frequently mentioned groups of personality traits associated with a certain methodological approach: extroversion, conscientiousness, neuroticism, openness to experience, goodwill (psychological approach); leadership, communication skills, problem solving, teamwork, adaptability (competency approach); self-actualization, empathy, authenticity (humanistic approach); optimism, gratitude, resilience (positivistic approach); ethical principles and values that determine human behavior (ethical approach). Conclusion. The author’s new contribution can be expressed in the fact that the challenges and resources of key personality traits have been identified and substantiated. Challenges: the flow of complex information; cultural diversity; the need to work in international teams; stress and pressure, complex moral dilemmas and the need to comply with digital ethical standards and use digital tools. Resources: developing analytical skills; stimulating creative projects; developing active listening and training in intercultural communication; developing self-organization skills, stress resistance, and flexibility of thinking; training in stress management skills and emotional expression; encouraging altruism; critical use of digital resources.
Keywords: 
education; key personality traits; challenges and resources of modern education
Please register
References: 

1. Voronkova, Y. Y., Radyuk, O. M., Basinskaya, I. V., 2017. “The Big Five”, or the five-factor model of personality. The meaning, functions and significance of different branches of practical psychology in modern society: a collection of scientific papers / edited by E. N. Tkach. Khabarovsk: Publishing house of the Pacific Ocean state University, рр. 39–45. (In Russ., abstract in Eng.)
2. Jennifer, A., Vadeboncoeur, Panina-Beard, N., Vellos, R. E., 2021. Moral imagining in student-teacher relationships in alterna-tive programs: Elaborating a theoretical framework. Learning, Culture and Social Interaction, Vol. 30, Part B, 100470 (In Russ., abstract in Eng.)
3. Toro Juan Del, Wang Ming-Te, 2021. Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate. Learning and Instruction, Vol. 75, 101482. (In Russ., abstract in Eng.)
4. Voropaev, M. V., Mudrik, A. V., 2024. Socialization 2.5: social education in the era of “Yandex. Taxi”. Siberian Pedagogical Journal, no. 2, рр. 8–18. DOI: 10.15293/1813-4718.2402.01 (In Russ., abstract in Eng.)
5. Mudrik, A. V., 2024. Isolation of a person as a socio-pedagogical problem. Siberian pedagogical journal, no. 5, рр. 7–13. DOI: 10.15293/1813-4718.2405.01 (In Russ., abstract in Eng.).
6. Selivanova, N. L., Shakurova, M. V., 2024. Modern guidelines for the conceptualization of education in higher education. Bulletin of the Saratov University. New series. Series: Acmeology of education. Developmental psychology, vol. 13, no. 2 (50), рр. 169–177. DOI: 10.18500/2304-9790-2024-13-2-169-177 (In Russ., abstract in Eng.).
7. Romm, T. A., Romm, M. V., 2021. Teaching personal development in the digital age. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, vol. 10, no. 4 (40), рр. 360–366. DOI: https://doi.org/10.18500/2304-9790-2021-10-4-360-366 (In Russ., abstract in Eng.)
8. Shisharina, N. V., 2023. Digital hygiene in the upbringing of children and adolescents. Baltic Humanitarian Journal, vol. 12, no. 1 (42), pp. 73–76. DOI: https://doi.org/ (In Russ., abstract in Eng.)
9. Demakova, I. D., 2023. Longitudinal method of studying the results of educational activities of a teacher. Siberian pedagogical journal, no. 2, pp. 7–16. DOI: https://doi.org/10.15293/1813-4718.2302.01 (In Russ., abstract in Eng.)
10. Selivanova, N. L., Shakurova, M. V., Kiseleva, E. V., Romm, T. A., 2023. Methods for obtaining scientific knowledge in the theory of education. Siberian Pedagogical Journal, no. 4, pp. 108–125. DOI: http://doi.org/10.15293/1813-4718.2304.11 (In Russ., abstract in Eng.)
11. Shisharina, N. V., 2024. Ideas of collaboration and convergence in education: to the essence of concepts. Siberian Pedagogical Journal, no. 4, pp. 27–34. DOI: https://doi.org/10.15293/1813-4718.2404.03.
12. Myers, J. J., 1991. Cooperative Learning in History and Social Sciences: An Idea Whose Time Has Come. Canadian Social Studies, no. 26 (2), pp. 60–64. (In Russ., abstract in Eng.)