PEDAGOGICAL CONDITIONS FOR CORRECTING DEVIANT BEHAVIOR OF STUDENTS IN THE PROCESS OF HIGHER EDUCATION

Abstract

This thesis examines the pedagogical conditions required for the effective correction of deviant behavior among students in the process of higher education. Deviant behavior — expressed through truancy, aggression, dishonesty in academic work, substance abuse, and violation of institutional norms — remains a pressing concern for contemporary higher education institutions, since such behavior undermines both individual development and the educational environment as a whole. Based on an analysis of psychological-pedagogical literature and the author's own pedagogical observations, the article identifies and substantiates a set of interrelated pedagogical conditions that facilitate the correction of deviant behavior in the higher education environment: the individualization of educational influence, the organization of purposeful psychological-pedagogical support, the strengthening of student self-governance and extracurricular engagement, the coordination of efforts between the higher education institution, the family, and the community (mahalla), and the systematic monitoring and diagnosis of behavioral dynamics.