The article substantiates the theoretical and methodological principles of the formation of social responsibility of the youth. Social responsibility is defined as an integrative quality of a person, which acts as an indicator of his social maturity and determines his behavior based on the awareness of social norms, values, and self-restraint of his own actions in society. Attention is focused on the personal level of manifestation of social responsibility, it is defined as the tendency of a person to adhere to social norms generally accepted in a given society in his behavior, to fulfill role responsibilities, and his readiness to give an account for his actions. The features of the formation of social responsibility of students in the conditions of a higher education institution are determined: the focus ofthe process of forming social responsibility of students on the realization of the desire to be useful to their country, responsible for the prospects of professional and personal success; the complexity of the socio-educational influences of the social environment of the community, institution, system of social and educational work, student self-government, etc.; subject-subject nature of social and educational activities for the formation of social responsibility of youth. The pedagogical conditions for the formation of social responsibility of the youth by means ofproject technologies are determined: improvement of forms of social and educational work, increase in the share of forms oriented towards the awareness and acceptance of the values of social responsibility; modeling of educational and production situations related to the need for socially responsible actions; application of design technologies in order to involve students in socially significant activities. The content, forms and methods of implementing the pedagogical conditions for the effectiveness of the process of forming social responsibility of the youth by means of project technologies in the educational activities of a higher education institution are disclosed. The content of the formative stage of the experiment is detailed, during which a program of social and educational work with students of SVOD (social responsibility – personal activity) was introduced into the practice of educational activities of higher education institutions, which provided for various forms, methods and means of educational activities in accordance with the specified conditions.
Vainola et al. (Tue,) studied this question.