The dynamics of the relevant situational context as a principle for designing a personally developing environment in lifelong education

The subject of this study is the dynamics of the situational context sought by adult learners as a principle and a guiding principle for designing a personality-developing environment in lifelong education. The purpose of this study is to uncover the dynamics of a personally relevant situational context in an evolving communicative situation and to substantiate the need to consider it as a principle in the pedagogical design of a personality-developing environment. The methodological basis of the study is based on V.V. Kraevsky's concept of patterns and principles as the main guidelines for implementing the scientific and theoretical functions of pedagogy. The most important theoretical premises of the study included the paradigm of personality-oriented education, the humanitarian-anthropological paradigm in education, and the situational-environmental approach to educational design. The research methods included a dialectical method of understanding complex phenomena, theoretical multi-level modeling of complex subject-containing systems, and the testing and generalization of the author's own pedagogical experience in designing a personality-developing environment in the continuous education of law enforcement officers. It has been established that the mechanisms for developing holistic personal experience in an evolving communicative situation involve a connection between personal experience and situational contexts, between its complex structure and the structure of situational contexts. The stage-by-stage explication of the situational context, which determines the transformation of the learner's personal experience, is complex and nonlinear. This nature is determined by the heterogeneous, multi-layered, hierarchically constructed structure of the situational context and the corresponding personal experience, the components of which imply various mechanisms for its formation. The dynamics of the relevant situational context can be represented as a principle for designing a personality-developing environment, as it reflects the natural relationship between personal experience and the situational context within the logic of their interdependent procedural and substantive change. Pedagogical knowledge that clarifies the structure and content of a personality-developing situation in education, as reflected in its structure, content, nonlinear value-semantic dynamics, and the corresponding situational context, contributes to the theory of designing a personality-developing environment. Implementing this principle in teaching practice will facilitate a holistic pedagogical orientation in designing a personality-developing environment, as well as the development of the educator's overall humanities thinking.