Psychological mechanisms of reflexive educational dialogue in the formation of students’ life projects

Abstract

The modern educational paradigm is shifting towards the personalization of learning, where the key factor is the student’s ability to make informed choices and design their own future. In conditions of high uncertainty and dynamism of the socioeconomic environment, psychological tools that promote reflection and introspection are of particular importance. This article examines the role of reflexive educational dialogue as a psychological mechanism facilitating the conscious design of students’ life projects. It provides an analytical review of the theoretical and methodological foundations for studying reflexive dialogue and outlines key principles of its organization. The research is based on the premise that systemic self-reflection is a key factor determining an individual’s life projects. Moreover, this process contributes to the development of realistic self-perception and a constructive self-image. Another important aspect is the identification and mobilization of ‘external’ resources provided by significant others such as parents, friends, and other important individuals. The study examined the influence of reflexive educational dialogue on the development of students’ life projects using a quasi-experimental design. The sample included eighth-grade students aged 13–14 years. Three criteria were analyzed that characterize the formation of components of adolescents’ life projects: spatial, temporal, and organizational–activity. The proposes a model for implementing reflexive dialogical interaction in relation to students’ life design processes and introduces The Life Project of an Individual, an educational program based on reflexive educational dialogue. The program is aimed at a step-by-step transformation of students’ life projects through a system of specially organized educational sessions. The study showed that targeted educational interventions through reflexive dialogue led to positive changes in students’ life projects: they became more socially oriented, complex, and detailed, with broader coverage of life spheres and events. In contrast, life projects formed through standard educational approaches were found to be poorly differentiated, to include few events, and to have limited social orientation. The results can serve as the basis for recommendations for university teachers and students, supporting a more comprehensive and clearer understanding of how reflexive educational dialogue can be used for individual life planning.