Personal potential as an educational outcome in the context of inclusive university transformation

Introduction. The discussion surrounding the formulation of educational outcomes for higher education programs at contemporary universities is gaining renewed significance due to the increasing diversity of student populations and the demand for equitable and affordable education. Aim. This research aims to identify the specific aspects of personal potential as a component of the structure of educational outcomes for students, particularly in the context of the inclusive university transformation. Methodology and research methods. The structure of educational outcomes in the context of higher inclusive education was developed based on a comparative analysis of D. Leontiev’s personal potential model and a universal competence framework created within the methodology for assessing supra-professional competencies by A. G. Komissarov, E. A. Stepаshkina, O. B. Soboleva, and others. The empirical study employed methods for assessing supra-professional competencies as adapted by A. G. Komissarov and E. A. Stepаshkina. The sample comprised 505 students from the University of Tyumen. The data collected were subjected to cluster and correlation analyses using IBM SPSS Statistics. Results. The analysis and interpretation of the psychological profiles obtained from students enabled the identification of personal potential as a central educational outcome within the framework of the inclusive university transformation. Universal design for learning serves as a tool that facilitates the adaptation of educational strategies to align with the unique characteristics of each student’s personal potential. Scientific novelty. The authors outline the structure of educational outcomes within the framework of an inclusive transformation of the university. In this context, the primary function is fulfilled by personal competencies (self-skills), while personal potential serves as the connecting factor among the various levels of competencies, including hard skills, soft skills, and self-skills. Practical significance. The university administration and faculty, by considering the diverse profiles of students with varying levels of personal potential, can create the most favorable and effective educational environment based on the principles of universal design.

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