Methodological bases for developing a system for preparing educational subjects for the organization of a psychologically safe and comfortable educational space

The authors view the problem of the lack of a scientifically developed model of the system for preparing subjects for the organization of a psychologically safe and comfortable educational space, which will ensure the formation and development of a professionally competent personality of a worker in the modern education. The concept of a psychologically safe and comfortable educational space is considered as a complex system and process, a single concept and integration of the efforts of the psychological and pedagogical community of educational institutions and the scientific and pedagogical staff of the university to design a psychologically safe and comfortable educational space in modern sociocultural conditions. The relevance of the problem is due to the growing dynamics of dangerous situations, so safety becomes a pre-requisite and considered as one of the criteria for the effectiveness of the educational organization. The attitude of the participants in the educational process of the Nizhny Novgorod region to the organization of a psychologically safe and comfortable educational space of educational organizations was studied. The analysis showed that the key problem areas are: the need to change the educational space with an increase in the zones of creative educational space and the creation of a comfortable and psychologically safe atmosphere within the institution, which leads to the need to update the system of preparing educational subjects for the organization of a psychologically safe and comfortable educational space. Based on the results of the study and analysis of the experience of the Arzamas branch of the National Research Lobachevsky University of Nizhny Novgorod, a model of the system for preparing subjects for the organization of a psychologically safe and comfortable educational space has been developed, which is rep-resented by target, content, subject-object, organizational-methodical, diagnostic-evaluative and productive components. The presented model performs an integrating, socio-cultural and professionally adaptive function, which allows it to be used not only in higher educational institutions and educational institutions, but also in the system of advanced training and professional retraining of all subjects of education.