Pedagogical support for the development of social intelligence of university students: the history of the problem

Sociocultural changes in society form new tasks for the education system. Today, a university student is a future highly qualified professional, not only able to perform educational tasks, but also able to work in cooperation and striving for continuous self-development. Important conditions for the success of a modern person are obtaining a quality education, developing professional competencies, the ability to productively and conflict-free interaction in a team. The development of social intelligence is becoming an essential task for educational organizations at all levels, including universities. The relevance of the problem determines the main goal of the work - to determine the directions of research into the development of social intelligence of university students from the point of view of pedagogical science. The analysis of scientific publications, synthesis of the knowledge, generalization of the research results were research methods. Based on the analysis of scientific works, the article presents the main stages of the formation of the concept of pedagogical support for the development of social intelligence of university students. The content of the stages and their time frames are considered based on the analysis of the following aspects: the emergence and development of the concept of “social intelligence”; the genesis of the theory of pedagogical support; the formation of the concept of “student” in the context of the development of university education. Based on the results of the study, the author concludes that the development of social intelligence is an important component of modern university education. Despite the sufficient development of individual components of the identified problem, the development of social intelligence of students is considered mainly from the point of view of psychology. Pedagogical support of this process does not have sufficient theoretical and substantive development in relation to university students, which, of course, determines the interest and prospects of further research in pedagogical science.