Cognitive safety assessment of university educational process

Statement of the problem. The need to balance the importance of formal, informal, and nonformal types of education in the educational process of a person, continuous updating, improvement of all aspects of educational process at the university, expansion into the educational process of digital educational means poorly controlled by teachers against the background of delegating the authority to the universities themselves to ensure the safety of the educational process in regulatory regulations - all this has actualized the problem of assessing cognitive safety of the educational process at the university. The purpose of the article is to present a diagnostic methodology for assessing cognitive safety of an educational process in a modern university. Methodology (materials and methods). Based on the preventive model of the development of safety culture, the systemic-synergetic concept of education, and activity, axiological and competence approaches at the technological level, a diagnostic assessment of cognitive safety of an educational process was developed. The technology includes: analysis of the regulatory, methodological, and information support of an educational process, expert assessment of cognitive safety of the components of an educational process, conversations with experts, and identification of levels of cognitive safety. Research results. The article considers the essence of assessment, which consists in a phased interaction of teachers and students in order to identify cognitive threats in the educational process using the normative, scientific, social and technological criteria for cognitive safety, their elimination and joint creation of safe options for the university educational process. Criteria and indicators of the cognitive safety of an educational process, taking into account the specifics of higher education, are proposed, the levels of cognitive safety are described: threatening, vulnerable, inert, developing in close connection with the criteria of the safety culture of a university graduate. An expert assessment is described as a diagnostic tool for detecting the degree of formation of cognitive safety criteria. A high level of development of competence in assessing the cognitive safety of students is associated with an indicator of a high level of development of its safety culture. A specific condition for assessing the cognitive safety of all elements of the educational process in educational and pedagogical interaction is seen by the author in joint activities of teachers and students to identify cognitive threats and overcome them.