COMPARATIVE ANALYSIS OF INTERNATIONAL AND DOMESTIC PRACTICES OF FORMING STUDENTS’ SOCIAL SUCCESS IN THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

Abstract

Introduction. The social success of students is a strategic resource in terms of human capital and an increasingly significant subject of academic reflection within the discourse of contemporary higher education. Against the backdrop of a full-scale armed invasion and mass forced displacement of the population, this issue has taken on fundamentally new forms and dimensions, highlighting the need to rethink approaches to institutional support for students and to develop standardised tools for assessing their social competencies. Purpose and objectives of the article. The purpose of the study is to conduct a comparative analysis of approaches to promoting the social success of students in Western European, Anglo-American, and domestic higher education systems, identify international models, and substantiate priority areas for their adaptation in the university environment of Ukraine. Scientific novelty. International models for fostering students’ social success, which have not yet been systematically applied in Ukrainian higher education, have been systematised: social capital development, four-dimensional peer support for students, blended learning for the development of flexible skills, grit programmes and the development of emotional intelligence, a three-level systemic model, problem-based learning with roleplaying simulations, and the self-reinforcing cycle of the first semester. A comparative analysis of approaches in the higher education systems of Finland, the Netherlands, Germany, the United Kingdom, Ireland, the USA, Canada and Ukraine was carried out based on key concepts, main forms of support, the student’s position and mechanisms for assessing outcomes. Results. It has been established that social success is an operational, measurable and pedagogically controllable phenomenon, the purposeful development of which requires the systematic design of the university educational environment. The common denominator of all effective international models is three principles: the student’s subjectivity as a guarantee of authentic self-realisation, the systematic pedagogical design of the university environment, and the verifiability and measurability of outcomes. The domestic pedagogical tradition, despite its significant educational potential, requires conceptual renewal aimed at strengthening students’ agency in shaping their own educational trajectory, introducing standardised tools for assessing social competences, and developing comprehensive institutional mechanisms for supporting students in higher education institutions.