The dynamics of personal potential of students learning at the pedagogical university in the metropolis and the regional center

The significance and responsibility of the state’s education system is traditionally considered not only as an indicator of socioeconomic level and cultural development of society, but also as a base for the intellectual, social and personal growth of the young generation. Reforming the modern pedagogical system, restructuring its priorities, introducing new educational standards, demand a new higher level of requirements for the quality of high education, the readiness of university graduates for full-fledged life and professional activities in the context of modern social challenges. At the same time, the significant changes in the qualitative composition of students, insufficient funding of the higher pedagogical school and the tendency to view the education system as a service sector inevitably lead to a decline in the teacher’s social status, loss of prestige of pedagogical education, and outflow of intellectual youth from the pedagogical industry.1 Thus, the problem of timely assessment of the psychosocial potential of university students and the development of an appropriate strategy for its implementation may be a key factor in resolving existing contradictions and an effective tool for improving the quality of education and the socio-psychological adaptation of students in higher education.2,3