Group work as a means of forming students' subjective position in higher education

The article presents the results of employing group work with university students on the formation of their subjective position by fostering communication among peers aimed at solving specific educational tasks. It provides rationale for the relevance of using group work with university students and describes examples of organizing group work in classes (film analysis, practical situation solving, business and role-playing games), outlining the psychological and pedagogical conditions for conducting such sessions. The effectiveness of the application of group work on the formation of students' subjective position is demonstrated through the implementation of the following methods: the “Interaction Position Diagnostic Questionnaire (IPD)” by V.G. Maralov and V.A. Sitarov, and “The target of the relationship” by E.A. Chirkina and S.L. Kopotev. The conclusion highlights a significant positive shift in the expression of students' subjective position as a result of their participation in group activities during educational sessions. Moving forward, continued exploration of innovative pedagogical approaches and assessment strategies is crucial for optimizing the educational benefits of group work and empowering students to become active agents in their own learning journeys. Ultimately, fostering a supportive and inclusive learning environment where students can engage meaningfully with their peers is paramount for nurturing their development as autonomous learners and responsible global citizens.