The potential of the University's educational environment to influence the development of students' personal ideology

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.