Contemporary Polish and Ukrainian Academic Youth: A Portrait Without Ornaments. A comparative Analysis

In the philosophical-pedagogical analysis of the undertaken issues, some theoretical and methodological conceptualizations have been applied that refer to Paweł Boski’s theory of the cultural identity based on values and practices in bi-or multicultural socialization and Harold J. Noah’s model of the comparison of academic education. The assumption was also made that the research into the quality of life of Polish and Ukrainian university students enables one to learn the way(s) in which students understand themselves, the others and the world - the way(s) anchored in their own experience and culture. The undertaken studies also address the important problem of forming students’ identity in the stage of the so called emerging adulthood. It occurs in the countries where a knowledge-based economy dominates and where the intensive changes both decrease the young’s motivation to engage in adult roles and make the young postpone them.

REFERENCES:

• Arnett, J.J. (2000). Emerging adulthood. A theory of development from the late teens through the twenties. American Psychologist, 55 (5), 470-479.
• Boski, P. (2009). Kulturowe ramy zachowań społecznych. Podręcznik psychologii międzykulturowej [Cultural framework of social behavior. Handbook of intercultural psychology]. Warszawa: PWN.
• Bruner, J.S. (1996). The culture of education. Cambridge: London Harvard University Press.
• European Commission/EACEA/Eurydice. (2018). The European Higher Education Area in 2018: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union.
• Laird, M.D., Harvey, P., & Lancaster, J. (2015). Accountability, entitlement, tenure, and satisfaction in Generation Y. Journal of Managerial Psychology, 30 (1), 87-100.
• Lunenburg, F.C. (1998). Constructivism and technology: instructional designs for successful education reform. Journal of Instructional Psychology, 25 (2), 75-81.
• Malinauskas, R., Dumciene, A., & Lapeniene, D. (2014). Social skills and life satisfaction of Lithuanian first- and senior-year university students. Social Behavior and Personality, 42 (2), 285-293.
• Marshall, J. (2014). Introduction to comparative and international education. Los Angeles - London - New Delhi - Singapore - Washington: Sage Publications Ltd.
• Noah, H.J., & Eckstein, M.A. (1988). Dependency theory in comparative education: twelve lessons from the literature. In: J. Schriewer, B. Holmes (eds), Theories and methods in comparative education. Frankfurt am Main: Peter Lang Publishers, 165-192.
• Ogrodzka-Mazur, E., & Saukh, P. (2019). The social and cultural tendencies in the environment of contemporary youth. A Polish-Ukrainian comparative study of the structure of axiological reality. The New Educational Review, 57 (3), 63-74.
• Report to the European Commission on New modes of learning and teaching in higher education (2014). Luxembourg: Publications Office of the European Union.
• Riberio, I.J.S, Pereira, R, Freire, I.V., Oliveira, B.G., Casotii, C.A., & Boery, E.N. (2018). Stress and quality of life among university students: a systematic literature review. Health Professions Education, 4, 70-77.
• Saukh, P. (2019). Characteristics of the new “Z” - walk and features work with him in the context of the New Ukrainian School. In: Practical philosophy and the New Ukrainian School: a collection of theses of the all-Ukrainian scientific and practical conference. Kiev: National Academy of Pedagogical Sciences of Ukraine, 66-70.