AN INTEGRATIVE APPROACH TO THE DEVELOPMENT OF STUDENTS' CONFLICT RESOLUTION CULTURE IN THE HIGHER PROFESSIONAL EDUCATION SYSTEM
Abstract
The article discusses the current problem of developing the conflictology culture of future specialists. It presents the essential characteristics of conflictology culture and its interpretation in the context of research. The article substantiates the need for an integrative approach as a methodological strategy that combines psychological, pedagogical, sociocultural, and professionally oriented components. The article defines the criteria for the formation of the structural components of conflictology culture, including the cognitive-conceptual, activity-practical, and reflective-value components. Based on the analysis of scientific literature, the principles of an integrative approach in modern education have been identified. The results of an empirical study on the testing of an integrative approach to the development of students' conflictology culture in the higher professional education system are presented. The study was conducted with the participation of students from the Republic of Uzbekistan. In the experimental group, a thematic module (10 classes) was implemented over the course of one semester, based on the principles of an integrative approach (interdisciplinarity, dialogization, reflexivity, practice-orientedness, and subjectivity). The control group followed a standard curriculum. It was found that the experimental group experienced statistically significant changes in all components. The size of the effect (Cohen's d = 2.47) indicates the high practical significance of the integrative approach. No significant changes were observed in the control group. The results confirm the effectiveness of the integrative approach and allow us to recommend its implementation in the practice of higher professional education.
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