The concept of “student’s personality” is cultural and historical (in nature) and it is filled with a significant number of connotations (in content). As a student’s personality, we interpret a person who is at the stage of primary professional socialization and integrates social attributes, on the one hand, of the individual, and on the other – of the student and the professional. In retrospect, it is reasonable to study the student’s personality in the stream of the social community called the “students,” which, having emerged in the Middle Ages, during the following epochs not only underwent transformations in accordance with the requirements of society, but also influenced on its progress. Variable vectors of adaptation of the university as a social institution to society were as follows: the vector of partnership of the university with social institutions of the church, state and economic social institutions, as well as the ranking of universal and specialized knowledge in university education. Over the centuries, the social status of students has been transformed, evolving from amorphous to fixed and significant in the system of social hierarchy.
The genesis of the problem of social adaptation of the student’s personality has been investigated in the work. Сultural-historical factors of formation of the student community in the context of individual adaptive strategies have been determined. The identification characteristics that distinguish students from other social communities in terms of individual strategies of professional socialization have been substantiated.
The regularities of transformations of the educational and value sphere of modern students in the context of today’s challenges have been revealed and systematized.
Among the significant characteristics that affect the student’s personality, the most important are: the formation of the information society and the dominance of network logic in various spheres of social life; the development of a knowledge economy; the growth of globalization; “fluctuating modernity;” “pure relations;” tribalization of society; the dominance of hedonistic and consumer intentions; the emergence of precariat classes and “new collars;” pluralization of the educational environment, etc.
It is substantiated that adaptive social practices actualized among the young generation are divided into institutional and non-institutional. Institutional adaptive practices include formalized ways of integrating young people into the educational and professional environment, for example, through the mechanisms of academic freedom and dual education. Currently, non-institutional adaptive social practices predominate, based on informal repetitive algorithms for responding to social transformations common to a significant number of young people.
The specifics of the influence of online education on the professional socialization of modern students have been systematized. Its ability to the continuity of the educational process in conditions of acute social crises has been substantiated. It acts as a carrier of positive and negative attributes of virtual communication. If from the standpoint of educational functionality such education has more advantages than disadvantages, its impact on education, the formation of ethos and habit of the profession is mostly negative.
Particular attention is paid to the adaptive social practices of the “proxy generation,” which allow the members of this generation to professionally socialize and personalize; to integrate into the physical-digital world without losing their roots – in a certain social space, in the present moment, most importantly – in an emotionally close community of people.
