Designing a Personal Development Environment in the Context of Digital Transformation of Continuous Education

A feature of the digital transformation of the educational environment of continuous adult education is the integration of information and telecommunication technologies with the locations of students against the backdrop of the disappearance of the border between formal and informal education. The statically localized space of the educational environment is losing its significance in the context of digitalization. The education of the future is fundamentally personal, individual, socially oriented, continuous and ubiquitous. The educational environment in the concept of digital education can be defined as a topos (place) pedagogically structured by personal relations in the socio-cultural spatio-temporal integrity. The topos can be virtual, non-physical, including distributed in a network form. The theory of complex networks at a different qualitative level takes into account the topology of the educational environment, but the question of its qualitative characteristics based on situational and event mechanisms of personality development remains relevant. The design of a personality-developing environment in the context of digital transformation of continuous education is based on traditional issues of the role and place of the student in pedagogical interaction, the relationship between learning and upbringing in education, the functions of the educational environment and the mechanisms of personality development in it. The implementation of a personality- and subject-centered pedagogical position in the design of an educational environment in the context of digital transformation can be carried out along the path of individualization and personalization of education. The situation of personality development in the context of digital transformation of continuous education can be interpreted as an evolving communicative situation unfolding in a digital (virtual, non-physical) topos. Such a communicative situation includes, in a certain sequence and ratio, elements of individualization and personalization of education. The communicative situation created, encouraged and transformed by the teacher and the student includes a dialogue of the subjective and objective, the specific and the general, the individual and the collective, the individual and society. Dialogue generates meanings in a personality-developing situation to the extent that it contributes to strengthening the personal position, reflection, and self-realization.