Conference PaperPDF Available

Information Technologies as a Means of Acmeological Influence in the Context of Personal Self Realization

  • Sevastopol State University
Information Technologies as a Means of Acmeological
Influence in the Context of Personal Self Realization
Balynin I.V.1* Nizhneva N.N.2, Mikhaylova A.G. 3,4
1 Financial University under the Government of the Russian Federation, Moscow, 125167, Russian Federation
2 Belarusian State University, Minsk 220030, Belarus
3 Sevastopol State University, Sevastopol, 299053, Russian Federation
4 Nakhimov Black Sea Higher Naval School, Sevastopol 299057, Russian Federation
*Corresponding author. Email:
The problem investigated in this article is important for the professional education system, since changes in the
higher education system have made some corrective in to the process of professional training of future
specialists during the transition to distance learning in order to prevent the threat of potential infection with a
new coronavirus infection, which is associated with person’s socio-psychological adaptation to the new social
conditions of existence. Therefore, the purpose of this work is to analyze information technologies as a means
of acmeological impact in the context of self-realization. Scientific and methodological recommendations and
conclusions are obtained on the basis of the theoretical analysis of future persons’ socio-psychological
qualities, which provide improving the effectiveness of the adaptation process in the transition to distance
learning. The reliability and validity of scientific results obtained in the course of the study is based on the
implementation of a set of mutually verifying and complementary methods, which are determined by the clarity
of methodological principles. The results of the study give possibility to monitor the positive dynamics of the
process of person’s socio-psychological adaptation to new social conditions of existence within the framework
of self-development. Information technologies are defined as a means of acmeological influence on the process
of personal development.
Keywords: coronavirus infection, distance learning, self realization, information technologies,
acmeological approach, socio-psychological qualities
Changes in the higher education system during the
transition to distance learning in order to prevent the threat
of potential infection with a new coronavirus are
associated with the socio-person’s psychological
adaptation to the new social conditions of existence. These
transformations are aimed at adapting the educational
process to the student's personality needs, as well as to
new conditions and requirements, which are based on the
active environment development, its change and creation
of the necessary conditions for successful activity.
Analyzing the success of person’s socio-psychological
adaptation in the new conditions of existence, it is
necessary to differentiate the criteria depending on the
group or individual aspect. As indicators of productivity of
adaptation at the group level are the following: positive
social identity, satisfaction with relationships with a new
environment; among the criteria for adaptation at the
personal level are: high activity, satisfaction with the
meaning of life and an optimistic assessment of the life
situation; actualization of developed needs for self-
actualization; satisfaction with professional activities as
the most important condition for the need realization for
self-actualization and emotional stability [1].
The dynamism of social relations causes significant
changes in all spheres of human activity (in education,
professional activity). Socio-psychological adaptation is
not presented as a process of passive adaptation to the new
environment, but as an active process of transformation
and self-development, so adaptation should be considered
in the traditions of the acmeological approach. In this
regard, the study of the problem of socio-psychological
adaptation of the individual to new, constantly changing
realities becomes fundamentally important in theoretical
and experimental research.
Significant results can be achieved when applying to
practical activities based on the theoretical and
methodological basis through feedback from leading
scientists to solve problematic non-standard situations.
This approach makes the practice-oriented direction of
training engineers as the main component of the entire
learning process at the university.
Advances in Economics, Business and Management Research, volume 138
2nd International Scientific and Practical Conference “Modern Management Trends
and the Digital Economy: from Regional Development to Global Economic Growth” (MTDE 2020)
Copyright © 2020 The Authors. Published by Atlantis Press SARL.
This is an open access article distributed under the CC BY-NC 4.0 license - 1271
1.1. Related Work
The most authoritative studies are the acmeological
research of A.A. Derkach, V.G. Zazykin, N.V. Kuzmina,
A.A. Bodalev, V.I. Panov’s works about a model of the
educational environment, which must meet psychodidactic
and ecopsychological principles: it is not only the creation
of conditions for socialization and development of
subjective, and personal qualities and individuality of the
learner but also the implementation of environmentally
friendly educational technologies “in the sense of their
conformity with the natural, physiological and
psychological, and social characteristics and patterns of
age development of students” [2,. p. 71].
However, in the conditions of transformation to a new
educational environment, there is a problem of searching
effective means of forming communicative readiness,
which is an important quality of successful professional
interaction. First of all, it is necessary to consider the
conditions for successful socio-psychological adaptation of
the training person. Therefore, the problem of this research
is the following: what are the effective means of self-
Theoretical analysis of psychological and pedagogical
literature has shown that the means of effective self-
development during the transition to distance learning was
not the subject of special research. Therefore, the purpose
of this work is to determine the conditions for successful
socio-psychological adaptation of the student's personality
in order to further self-development by means of
acmeological approach.
To achieve this goal, the following tasks are set: to
establish the features of socio-psychological adaptation of
the individual in the new conditions of existence that affect
the success of the adaptation process; to consider
information technologies in the self-development
Thus, the sociological analysis of adaptation processes is
presented in the works of V.I. Panov, V.V. Gritsenko,
A.G. Maklakov and others. The works of L.S. Vigotskiy,
A.V. Mudrik, A.V. Petrovsky, A. A. Rean and others are
devoted to the social activity of the individual and its role
in social adaptation.
Since socio-psychological adaptation is presented as a
process to a new reality, educational environment, it is
necessary to consider the most significant works on the
problem of creating effective conditions for successful
person’s socio-psychological adaptation during the
transition to distance learning. V.I. Panov characterizes the
educational environment as the system ofpedagogical and
psychological conditions and influences that create an
opportunity for the disclosure of as yet undeveloped
interests and abilities, and for the development of already
manifested abilities of the individual”, taking into account
the available natural inclinations and requirements of age-
related socialization [2, p. 71].
To determine such pedagogical and psychological
conditions, we considered the acmeological researches by
A.A. Derkach, A.A. Bodalev [3], A.A. Rean [4],
J. Limoges, K. Jagos [5], R. M. Shaminov [6] and others,
since the tasks of acmeology are to study the regularities of
achieving acme, identifying conditions, factors, and means
that contribute or hinder the achievement of peaks in
development, self-realization.
Digital information technologies were considered by
S. Ahuja, D. Yadav [7], Y. Tabesh [8], E. Howell [9],
N. Kucirkova, T. Cremin [10], L. McNeil [11], J. Sargent,
A. Casey [12], C. Blundell, S. Nykvist [13]. The role of
information technologies in the different spheres of life
was analyzed by M. Dorofeyev, M. Kоsov, V. Ponkratov,
A. Masterov, A. Karaev, M. Vasyunina [14], V.A ,Slepov,
V.K. Burlachkov, T.P. Danko, M.E. Kosov, I.I. Volkov,
O.A. Grishina, V.D. Sekerin [15].
1.2. Our Contribution
This paper presents some improvements based on the
acmeological influence in the context of personal self
realization [3] during the transition to distance learning in
order to prevent the threat of potential infection with a new
coronavirus infection, which is associated with person’s
socio-psychological adaptation to the new social
conditions of existence. Scientific and methodological
recommendations and conclusions are obtained on the
basis of the theoretical analysis of future persons’ socio-
psychological qualities, which provide improving the
effectiveness of the adaptation process in the transition to
distance learning.
1.3. Paper Structure
The rest of the paper is organized as follows. Section 2
introduces the research methodology used in this paper.
Section 3 presents results of the study and discussion of
ones. Then section 4 concludes the paper and presents
direction for future research.
In order to achieve this goal, we used complementary
theoretical research methods: analysis of philosophical,
sociological, psychological, pedagogical, social,
engineering literature on the problem under consideration;
analysis of documentation on the organization of the
educational process at the University for the theoretical
justification of the essence, functions, indicators of
communicative readiness, analysis, synthesis and
systematization of the main approaches. On the basis of
theoretical analysis of socio-psychological qualities of the
future engineers received scientific guidance and insights
that improve the efficiency of the process of formation of
communicative readiness of future engineers in high
The degree of socio-psychological adaptation is
determined by the adaptive resources of the individual and
the characteristics of the specific environment in which the
Advances in Economics, Business and Management Research, volume 138
basic needs of the individual are met in a positive attitude,
which is possible only if the results of the individual's
activity meet the requirements of society. Adaptive
resources of a person are represented by socio-
psychological and individual characteristics that determine
the adaptation level in specific social conditions.
We identify the following indicators of productivity and
effectiveness of adaptation: positive social identity,
satisfaction with relationships with a new environment;
high activity, satisfaction with the meaning of life and an
optimistic assessment of the life situation; actualization of
developed needs for self-actualization; satisfaction with
professional activities as the most important condition for
realizing the need for self-actualization; emotional
The choice of research methods is determined by the
nature of research tasks. The research strategy was based
on an acmeological approach. The comparative method
was used as a main.
As part of the modernization of the education system, the
transition to the use of modern teaching methods and
technologies aimed at the continuous development and
further improvement of communication skills and
motivation should be ensured. Education can be
considered as a system of humanitarian technologies that
serves as a sphere of socio-humanitarian creativity, when
self-actualization, emotional stability and self-
development take place. These technologies include
technology for developing critical thinking and reflexive
Any change in a person's life, even minor, situational,
requires adaptive readiness in the form of openness to
experience, and efforts to coordinate external and internal
instances. In the process of adaptation to the new
educational environment, there is a change in the system
of emotional and evaluative relations of a person to
himself and the surrounding world, which not only
expresses the internal "subjective world" of the individual,
but is realized or manifested in an external fact.
The development of personality in this interpretation is
generally considered as the process of entering a new
social environment and integration in it. Three main
phases of this process were identified:
the adaptation phase (which involves the assimilation
of existing values and norms and mastering the appropriate
means and methods of activity);
the phase of individualization (as a result of the
contradiction between the need to be "like everyone else"
and the desire to stand out from the background);
the integration phase (as a connection with the desire
to be represented with their own characteristics and
differences, as well as the need of the community to accept
the individual).
Self-actualization and self-realization of the individual
must be combined with its adaptation, individualization
and integration. Self-actualization and self-realization have
a certain similarity to the processes of individualization,
but they have a different quality: just to differ is not a aim,
but to do it due to professional, personal or spiritual
achievements, a system of relationships is the main thing
in the acmeological understanding.
E-learning is a new approach, new technologies that can
create a favorable environment for self-development, when
the individual acquires independence and autonomy, that
is, individualization and socialization are interrelated parts
of a single process of personal development.
From the acmeological point of view, personality develops
in two areas potential and actual. The sphere of potential
includes: socio-psychological features; abilities; social
opportunities of the educational environment that can be
used for personal development.
The relevant areas are:qualitatively newly transformed
potential; external manifestations of the really functioning.
Thus, the person’s development can be progressive, and
perhaps harmonious, if it is carried out in both areas, and
not in isolation. However, in acmeology, the potential of
the individual is considered from its own position as a
system of constantly replenished and renewable resources.
Digital technologies, which are actively and rapidly
developing in the context of scientific and technological
progress, can have a serious impact on the upbringing and
development of the individual, help both in the educational
process and beyond it [16]. For example, they are needed
when organizing scientific work of students. At the same
time, they can be used both for consultations and
discussion of preliminary versions of scientific papers, and
can be, for example, applied to improve knowledge and
skills, characterological properties, etc., which is
associated with personal and professional development.
The renewable part of the potential of the individual now
depends mainly on the subject itself and to a much lesser
extent on society or the state, which now does not have a
humanistic-oriented policy and ideology.
Digital technologies are of particular importance when
organizing students' team work in remote mode, since they
allow to take into account the most convenient time for
everyone, exchange any materials, discuss them, ideas,
conduct brief surveys and even vote for making
appropriate decisions, etc.
The coronavirus pandemic has prompted a request to
monitor digital technologies application by educational
institutions. So, in particular, to assess the use of digital
educational technologies in the educational process, a
corresponding index can be used - a comprehensive index
of distance technologies application in the educational
process (further CIDTAEP =
W1*x1+W2*x2+….+Wn*Xn, where
W percentage of the corresponding element
X this is the value of the corresponding element
n a number of included elements
According to the authors’ mind, this formula can
be modified for each country and even for each training
area, taking into account the relevant features as much as
possible. Potential evaluation criteria may include the
following: the use of social networks, online courses of the
relevant university on certain issues of the taught
disciplines, visual instructions and guidelines for the
implementation of various works provided for in the
Advances in Economics, Business and Management Research, volume 138
curriculum (term papers, final qualifying works, essays,
It is important to note that the social networks application
has a great positive value in the context of student
consultations. In particular, the social network
"Vkontakte" allows to create very convenient visually and
instrumentally communities and joint chats, where
students can quickly ask questions and get answers (see
picture 1). At the same time, communities have the
opportunity to post various materials (task collections,
answers to the most frequently asked questions, a list of
questions for preparing for the interim certification, select
the discussion of the most difficult tasks as a separate
dialog), organize an online video broadcast and provide
access to it for members of the relevant community after
the its conducting.
Figure 1 Screen of foreign language classes in the
social network "Vkontakte"
In order to increase the interactivity of the educational
process and objective control providing of students'
knowledge, it may be recommended to use the "Kahoot"
service. The teacher can create test tasks of different types
(including those with several correct answers), setting their
own "cost in points" for each question (thus maneuvering
based on the complexity of the tasks). While using this
system an advantage will be associated with the lack of
subjectivity in evaluating students' knowledge.
Among the possible disadvantages and limitations is the
lack of an Internet connection on the teaching device or
staff (the latter is relevant if the lesson is held remotely
and the research and teaching staff shares the screen with
students (if the speed is not high enough, both on the
sending and receiving sides, the information may not be
transmitted or transmitted in very low resolution).
After testing, the lecturer is able to use the reports
provided by the system for uploading, identify problem
blocks and repeat this material at the next (one of the next)
classes or in preparation for the lesson. At the same time, it
is important to use this formula to compare institutions and
then build appropriate ratings and encourage rating
leaders. The results obtained can also be used as scientific
and methodological recommendations in providing the
effectiveness of the adaptation process in the transition to
distance learning.
The development of complex individual abilities is usually
carried out in the process of learning, self-study and
professional activity. But it should be remembered that this
can be done individually in the process of using
acmeological technologies or using acmeological training.
It cannot completely replace humanitarian technologies for
the integral development of the individual, because
feedback, dialogue/communication between all
participants of the communication process are required.
The main pedagogical purpose of the information
technologies application is the self-development and self-
realization of persons. Active use of Internet technologies,
telecommunication means in the educational process helps
to facilitate learning and speed up the educational process.
Among the existing information technologies the most
popular are the following:
1. Electronic conference (computer conferences, allow to
receive the texts of messages on the monitor of the user's
computer transmitted by the participants of the
"conference", located at different distances from each
2. Teleconference and video phone, which provide two-
way communication between the teacher and students.
In the context of electronic conference and teleconference
it is possible to apply technology visualization of the
educational information: mind map (mental map, chart,
links, map of thoughts, associative map, mind map),
conducting brainstorming sessions, preparation of trees of
concepts, technology, critical thinking, clusters,
infographics, scribing and the technology of asking
questions: the technique of asking questions "6Why",
cross-discussion and others.
This process of personal self realization development by
means of information technologies application is
accompanied by significant changes in the pedagogical
theory and practice of the educational process, associated
with the introduction of adjustments to the content of
learning technologies that should be adequate to modern
technical capabilities, and contribute to the harmonious
person’s adaptation to the information environment. At the
same time, it is important to warn against actively
replacing intramural learning with distance learning. At
the same time, digital technologies and interaction in
remote mode can significantly improve the quality of the
educational process in full-time format due to the ability to
diversify the content and formats of their conduct.
Scientific and methodological recommendations and
conclusions obtained on the basis of the theoretical
analysis can be applied in order to provide improving the
effectiveness of the adaptation process in the transition to
distance learning.
The direction for future research may be represented be the
investigation of effective conditions for person’s socio-
Advances in Economics, Business and Management Research, volume 138
psychological adaptation in the new educational
environment, taking into accounts both group and
individual aspect.
[1] V.V. Gritsenko, Theoretical bases of research of
socio-psychological adaptation of a person / group in a
new socio - and ethno-cultural environment: problems
of social psychology of a person: Interuniversity
collection of scientific work. Saratov, 2005, t. 2. pp. 19
[2] V.I. Panov, Psychodidactics of educational systems:
theory and practice. Saint Petersburg, 2007, pp. 71
[3] I.V. Balynin., A.G. Mikhaylova, N.N. Nizhneva,
Promote Development of Knowledge Intensive
Activities on the Basis of Improving Management
Training by Means of Acmeological Approach//
Advances in Social Science, Education and Humanities
Research, / 2nd International Scientific Conference on
New Industrialization: Global, National, Regional
Dimension (SICNI 2018), volume 24, рр.302-306
[4] A.A. Rean, Acmeology of a personality.
Psikhologicheskiĭ zhurnal. May 2000. 21(3), рр. 94-95
[5] Jacqueline Limoges, Kim Jagos, The Influences of
Nursing Education on the Socialization and
Professional Working Relationships of Canadian
Practical and Degree Nursing Students: A Critical
Analysis. Nurse education today, July 2015.
[6] R. M. Shaminov, A conference on social
psychology of personality and acmeology, Voprosy
psikhologii, 2014, v.6. pp.158-161
[7] S. Ahuja, D. Yadav, Effect of digital pedagogy
interventions in rural areas. Mier-journal of educational
studies trends and practices, V.9 Issue 2, pp. 227-240
[8] Y. Tabesh, Digital Pedagogy in Mathematical
Learning. Invited lectures from the 13th International
congress on mathematical education. ICME-13
Monographs, pp. 669-678
[9] E. Howell, Obstacles to digital, multimodal
pedagogy in rural high schools. Writing & pedagogy.
v.10, Issue 1-2, pp. 297-321
[10] N. Kucirkova, T. Cremin, Personalised reading for
pleasure with digital libraries: towards a pedagogy of
practice and design. Cambridge journal of education. v.
48, Issue 5, pp. 571-589
[11] L. McNeil, Implementing digital game-enhanced
pedagogy: Supportive and impeding language
awareness and discourse participation phenomena,
RECALL. V. 32. Issue 1. pp. 106-124
[12] J. Sargent, A. Casey, Flipped learning, pedagogy
and digital technology: Establishing consistent practice
to optimise lesson time. European physical education
review, v. 26. Issue 1. pp. 70-84
[13] C. Blundell, K.T. Lee, S. Nykvist, Moving beyond
enhancing pedagogies with digital technologies: Frames
of reference, habits of mind and transformative
learning, Journal of research on technology in
education, v. 52, Issue 2, pp. 178-196
[14] M. Dorofeyev, M. Kоsov, V.Ponkratov, A.
Masterov, A. Karaev, M. Vasyunina, Trends and
prospects for the development of blockchain and
cryptocurrencies in the digital economy, European
Research Studies Journal, 2018, 21. 3, pp. 429-445.
[15] I.V. Balynin, A.G. Mikhaylova, N.N. Nizhneva,
Information technology application to improve future
professionals' financial literacy. Proceedings of the
International Scientific and Practical Conference on
Digital Economy (ISCDE 2019). Atlantis Press.
December 2019.
19.2019.48 https://www.atlantis-
Advances in Economics, Business and Management Research, volume 138
ResearchGate has not been able to resolve any citations for this publication.
Full-text available
The present study gives description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and under-privileged schools through the use of technology. The interactive online teaching-learning system was set-up using digital pedagogy. 150 school students and 80 prospective teachers participated in the study. The pedagogical satisfaction and academic achievement of school students who studied in this set-up was examined. The results reveal that the active learning, technological competence and learner autonomy is enhanced in online environment when compared to offline environment.
Full-text available
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons.
Full-text available
The main aim of this article is to analyze the prerequisites for the development and the promotion of cryptocurrencies, covering the period from the emergence of the first forms of money to recent period. The paper focuses on findings of comparative analysis of consumer value of precious metals, cash and non-cash money and cryptocurrencies as different forms of money. The authors provide comprehensive descriptions and expert quantitative estimates for each of the listed forms of money, as well as determine the place of cryptocurrency in the modern financial system as a means of payment. The research presents a detailed analysis of the advantages and disadvantages of new technologies. The paper defines the status of cryptocurrencies in various countries of the world and names promising development trends. The authors determine the main obstacles hindering the circulation of cryptocurrencies in certain markets and assess the risks and prospects associated with the introduction and use of cryptocurrencies as a new form of money which aims at full/partial replacement of fiat money in the modern financial system. As a conclusion it is noted that weak integration into the financial system is the main obstacle to major distribution of cryptocurrencies as a means of payment. © 2018 International Strategic Management Association. All Rights Reserved.
Full-text available
This paper discusses the pedagogical practice of developing reading for pleasure in pre- schools and primary phase settings through the lens of one key dimension of 21st century reading: personalisation. We draw on a series of studies and examples to identify, address and problematise human-and digitally-mediated personalised reading for pleasure. Through a content analysis of the key features of current digital library systems, we show how these increasingly popular systems position teachers as librarians, curators and monitors, and undermine their potential roles as listeners, mentors and co-readers in order to foster children’s personal response to texts. Through a theory-driven approach we identify ways in which current design limitations of library management systems can be addressed and from which their effective application and use can develop. This conceptual elaboration, which combines contemporary reading theories with the affordances of digital personalisation, provides new insights concerning personalisation in digital library systems.
Digital technologies are a part of schooling, however, given the significant focus on using of digital technologies in teaching and learning, there is little evidence of wide scale transformation. It is within this context that this paper reports on a qualitative, explanatory case study of six teachers, with experience in enhancing pedagogies in a well-established ubiquitous technologies environment, consciously seeking to transform their practice to enact personalized digital learning. The findings indicate three interacting factors contributed to the degrees of transformation: teachers’ frames of reference (beliefs and attitudes), habits of mind (prior experience), and modes of transformative learning. This paper highlights how diversification of classroom roles, relationships and actions created challenges for teachers with experience integrating digital technologies in teaching and learning.
This descriptive study investigated the implementation of student-selected, entertainment-purposed digital games for foreign language teaching and learning. During a 15-week semester, 16 Korean EFL students enrolled in an introductory educational technology course played online games, visited gaming sites, and completed instructional tasks. Conceptualizing games as social practices and drawing from the bridging activities framework (Thorne & Reinhardt, 2008), instructional tasks were designed to enhance language awareness and to present possibilities for socialization into gaming discourses. The study investigated the ways that the designed pedagogy supported or impeded language awareness and gaming discourse participation. The study found that the students exhibited language awareness in many ways, but that there were missed opportunities in developing student understandings of language as a social medium. Additionally, six students (38%) directly participated in gaming spaces, and some of them took on more central roles in gaming practices over time. Other students, however, did not attempt to directly participate in gaming sites or were not successful in their attempts. These findings are discussed in regard to pedagogical design, including game selection and supporting learner analyses of gaming discourses, as well as avenues for future research examining socialization in classrooms and gaming spaces.
The author reports findings from two iterations of a formative experiment focusing on improving students’ conventional and digital, multimodal arguments. The first iteration of this experiment occurred in a rural school district in the United Sates with an eleventh-grade English/language arts teacher, and the second iteration was implemented in the same school district, but in a different high school with both a ninth-and tenth-grade English/language arts teacher. The findings focus upon obstacles the teachers encountered while implementing an intervention that entailed elements of argument; digital, multimodal tools; and the writing process. These obstacles led the author to make six recommendations for the future professional development of rural teachers integrating digital, multimodal tools into conventional writing curriculum.