The article is devoted to the study of the potential of the university's educational environment in the formation of students' personal ideology, a system–forming personality construct that integrates value orientations, professional goals and existential meanings. The relevance of the work is determined by the challenges of global transformation of society: the crisis of traditional ideals, digital fragmentation of identity and the increased need for a holistic, self-governing personality. Based on the analysis of modern concepts, the educational environment is interpreted as a multicomponent system, including spatial-subject, socio-communicative, motivational-value, technological and personality-developing aspects. Within the framework of the socio-philosophical concept of L. P. Stankevich's personality integrity and its development, G. L. and N. G. Stankevich's personal ideology is presented as a dynamic structure of five ideologies: talent (awareness of uniqueness through the question «Who am I?»), vision (an image of the future that answers «Where am I going?»), mission (social significance that decides «Why am I?»), values (moral constraints), principles (imperatives of behavior). The results of theoretical modeling revealed the differentiated influence of environmental components on ideologies: the motivational and value component (traditions, norms) stimulates the development of talent and mission, the subject-social component (communication with the academic community, business environment) forms vision and principles, technological (pedagogical techniques) and spatial-subject (infrastructure) create conditions for disclosure potential and creation of new behavioral practices. A special role is played by mentoring teachers and extracurricular activities (scientific communities, volunteering as a testing ground for values). The key risk is associated with the university's digital ecosystems (VR labs, educational platforms), which can provoke fragmentation of identity due to the hybridity of online/offline spaces. The conclusions emphasize the need to reorient higher education from the translation of knowledge to the generation of meaning.
Maria N. Razomazova (Wed,) studied this question.