Modeling the learning environment of a cadet boarding school as a potential for self-realization of pupils

The research is relevant because there are not enough studies investigating the potential of cadet institutions’ learning environment regarding its impact on pupils’ self-realization. The purpose of the research is to study a set of conditions of the learning environment of a cadet boarding school that shape pupils’ self-realization. Hypothesis: successful self-realization of cadets at a boarding school depends on three factors: modeling of the learning environment (it should include theoretical and methodological justification, identification of resources and conditions for successful self-realization of cadets), determination of criteria, indicators and diagnostic tools, and development and testing of extracurricular activities, additional education programs, innovative technologies, methods, forms and socio-cultural practices. The study is designed to last three years (2021–2024). Methods: theoretical analysis of scientific literature; analysis and synthesis of teachers’ experience in cadet boarding schools; modeling of the learning environment of a cadet boarding school. The theoretical model includes such components of the learning environment of a cadet boarding school as conceptual, resource-environmental, motivational-value, contentactivity and evaluative-effective. Participation in projects is considered to be a leading activity that provides cadets with opportunities for self-realization. To study self-realization, the authors’ questionnaire “The study of self-realization of cadets in the learning environment of a cadet boarding school” was developed (the authors are E. V. Kamaeva, L. P. Shustova, N. A. Lobankova). This questionnaire diagnoses pupils’ satisfaction with the conditions of the learning environment in a cadet boarding school in terms of their self-realization in various activities. Results: the authors have carried out a theoretical analysis of the problem of how to create a learning environment in cadet institutions; the authors have also identified the resources and conditions for successful self-realization of pupils at a cadet boarding school; additionally, the authors have determined the criteria and indicators to monitor the effectiveness of this process as well as the directions and content of cadet self-realization activities. Main conclusions: modeling the learning environment of a cadet boarding school and testing it in practice will contribute to the successful development of the processes of personal and professional self-determination of cadets and their self-realization in various types of socially useful activities. The educational-methodical and scientific-methodical support of the process of self-realization of pupils at a cadet boarding school developed on the basis of the pedagogical model can be used to create the learning environment in cadet institutions of the Ulyanovsk region and Russia.