Vectors of student’s personality development in the multilingual educational space of a technical university: value-normative aspect

the paper examines the influence of the multilingual educational space on the personality development of a technical university student. The relevance of the topic is beyond doubt, since in the process of developing the modern Russian higher education space, many educational institutions are facing new challenges: university students and teachers form much more diverse groups, which has never been the case before, using a wide range of languages and representing a wide range of cultural traditions in what can be called polylingual or multilingual educational space. And in it, as in any other educational environment, certain learning conditions must be created so that students can achieve their intended results in the courses taught. It is shown that in addition to the language of instruction, regardless of whether it is the native language of the student or the teacher, it is necessary to take into account the importance of individual multilingualism so that students can navigate and communicate in the linguistic diversity of our multilingual global society. The study focuses on the fact that students of higher education institutions, and in particular technical universities, have characteristics that change as they study and advance at the university. The disclosure of emotions, feelings, independence and achievements is part of the university student's transition to self-exploration in establishing identity and developing their characteristics. Studying the theories of student development helps to understand why they sometimes exhibit certain characteristics, thereby illustrating the stages of their development.

personality development, education, globalization, multilingual educational space