Samarkina E.A., Kargapoltseva N.A., Kargapoltseva D.S.
MODELING THE PROCESS OF ADOLESCENT SOCIALIZATION THROUGH EDUCATIONAL STRATEGIES ^{[№ 4 ' 2025]}
The modern sociocultural situation is characterized by a rapid and profound transformation of the mechanisms by which the younger generation integrates into complex social structures. Traditional educational institutions now face unprecedented challenges of the digital age, where uncontrolled and aggressive information flows often exert a dominant influence on personality formation, pushing organized pedagogical efforts to the periphery. A sharp and obvious contradiction arises between the objective need of the state and society for socially active, responsible, and proactive citizens and the real lack of necessary competencies among a significant proportion of school graduates for successful and painless integration into society. Existing educational approaches are often fragmented and situational, failing to ensure the holistic development of adolescent agency, which inevitably dictates the need to transition from intuitive measures to scientifically grounded, systematic construction of educational strategies.
The conducted research has developed, theoretically substantiated, and described a structural-functional model of adolescent socialization, which includes interconnected target, axiological, environmental, activity-based, and diagnostic components. The structure of the developing educational environment as a fundamental factor determining the formation of students’ social potential is analyzed in detail. A formalized mathematical interpretation of the process is presented, demonstrating the functional dependence of successful socialization on the variables of environmental quality, initial personal potential, and the effectiveness of the chosen pedagogical strategy. Types of social projects and methods of organizing project activities, considered as a key mechanism for the internalization of social norms and values, are systematized. Level-based criteria for the effectiveness of the implemented model are identified, enabling continuous monitoring of personal growth dynamics and timely minimization of emerging socio-pedagogical risks.
The main conclusions of the article are that the application of the system modeling method allows for the transformation of the spontaneous and somewhat chaotic process of adolescent maturation and socialization into a manageable, predictable pedagogical system. The integration of traditional value orientations, modern project technologies, and an environmental approach within a unified educational strategy ensures not only adaptation but also the formation of sustainable social immunity in adolescents, guaranteeing their readiness for constructive and creative interaction with modern society.