inppdИнновационная наука: Психология. Педагогика. ДефектологияInnovative science: psychology, pedagogy, defectology2658-7165Don State Technical University - DSTU, Rostov-on-Don, Russia10.23947/2658-7165-2026-9-1-9-21AFMWYAinppd-538Research ArticleОБЩАЯ ПСИХОЛОГИЯ, ПСИХОЛОГИЯ ЛИЧНОСТИGENERAL PSYCHOLOGY, PERSONALITY PSYCHOLOGYЕдиная цифровая среда психосоциального сопровождения обучающихся Донского государственного технического университетаA Unified Digital Environment for Psychosocial Support of Students at Don State Technical Universityhttps://orcid.org/0000-0003-2202-2588АбакумоваИ. В.AbakumovaI. V.

Ирина Владимировна Абакумова, доктор психологических наук, профессор, академик Российской академии образования, декан факультета психологии, педагогики и дефектологии, Донской государственный технический университет

344003, г. Ростов-на-Дону, пл. Гагарина, 1

Irina Vladimirovna Abakumova, Dr. Sci. (Psychology), Professor, Academician of the Russian Academy of Education, Dean of the Faculty of Psychology, Pedagogy, and Defectology, Don State Technical University

1, Gagarin Sq., Rostov-on-Don, 344003

abakira@mail.ruhttps://orcid.org/0000-0002-6173-9365БескопыльныйА. Н.BeskopylnyA. N.

Алексей Николаевич Бескопыльный, доктор технических наук, профессор, профессор кафедры организации перевозок и дорожного движения, проректор по учебной работе и международной деятельности

344003, г. Ростов-на-Дону, пл. Гагарина, 1

Alexey Nikolaevich Beskopylny, Dr. Sci. (Engineering), Professor, Professor in the Department of Transportation and Road Traffic Organization, Vice-Rector for Academic Affairs and International Affairs, Don State Technical University

1, Gagarin Sq., Rostov-on-Don, 344003

abeskopylnii@donstu.ruhttps://orcid.org/0000-0001-9347-3410МесхиБ. Ч.MeskhiB. Ch.

Бесарион Чохоевич Месхи, доктор технических наук, профессор, академик Российской академии образования, профессор кафедры «Безопасность жизнедеятельности и защита окружающей среды», ректор, Донской государственный технический университет

344003, г. Ростов-на-Дону, пл. Гагарина, 1

Besarion Chokhoevich Meskhi, Dr. Sci. (Engineering), Professor, Academician of the Russian Academy of Education, Professor in the Department of Life Safety and Environmental Protection, rector, Don State Technical University

1, Gagarin Sq., Rostov-on-Don, 344003

reception@donstu.ruПожарскаяЕ. Н.PozharskayaE. N.

Елена Николаевна Пожарская, кандидат биологических наук, доцент кафедры социальной работы

344003, г. Ростов-на-Дону, пл. Гагарина, 1

Elena Nikolaevna Pozharskaya, Cand. Sc. (Biology), Associate Professor, Department of Social Work, Don State Technical University

1, Gagarin Sq., Rostov-on-Don, 344003

epojarskaya@donstu.ruДонской государственный технический университетРоссияDon State Technical UniversityRussian Federation20261604202691921Copyright © Абакумова И.В., Бескопыльный А.Н., Месхи Б.Ч., Пожарская Е.Н., 20262026Абакумова И.В., Бескопыльный А.Н., Месхи Б.Ч., Пожарская Е.Н.Abakumova I.V., Beskopylny A.N., Meskhi B.C., Pozharskaya E.N.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.inov-ppd.ru/jour/article/view/538Введение

Введение. Период обучения в высшем учебном заведении сопряжен с высокой психоэмоциональной нагрузкой на студентов. Следствием этого становится устойчивый рост тревожности, депрессивных состояний и суицидальных рисков среди студенческой молодежи. Закономерно растет и потребность в психологической поддержке студентов. В ситуации, когда традиционные модели психологической помощи, основанные на очном консультировании, не справляются с возросшим спросом решение можно найти в создании цифровых систем психологической помощи. Цель. Обобщение теоретических подходов к организации психосоциального сопровождения студентов и представление модели единой цифровой среды, разработанной и внедряемой в Донском государственном техническом университете.

Психосоциальная помощь студенческой молодежи: основные мишени помощи и теоретические подходы. Академический стресс, неопределенность будущего трудоустройства, высокая конкуренция и необходимость выстраивания новых социальных связей создают серьезную нагрузку на психическое здоровье обучающихся. Попытки студентов справиться с окружающими их проблемами самостоятельно часто приводят к неутешительным последствиям: развитию тревожности, депрессии, суицидальным мыслям, поведенческим расстройствам. Избежать такие негативные последствия может помочь специально организованная система психосоциальной поддержки. Эффективная система помощи должна включать профилактические мероприятия, раннюю диагностику, индивидуальное консультирование и кризисную поддержку. Цифровые интервенции повышают доступность помощи и соответствуют коммуникативным предпочтениям современных студентов.

Опыт создания единой цифровой системы психосоциальной помощи на базе ДГТУ. В Донском государственном техническом университете разработана четырехуровневая модель цифрового психосоциального сопровождения студентов, которая апробируется в настоящее время. Важной характеристикой системы выступает полная анонимность участия, достигаемая за счет генерации индивидуальных кодов доступа, не содержащих персональных данных.

Обсуждение результатов

Обсуждение результатов. Анализ зарубежных систем цифрового сопровождения показывает, что результативность психосоциальных воздействий в электронном формате напрямую зависит от глубины их интеграции с образовательной средой, интуитивной понятности интерфейса и сохранения очных форматов поддержки в качестве обязательного компонента. Реализуемая в ДГТУ модель психосоциального сопровождения студентов позволяет преодолеть ограничения, свойственные традиционным формам поддержки, и отвечает отмеченным критериям эффективности. Система обеспечивает непрерывность сопровождения, регулярный мониторинг психоэмоционального состояния и раннее выявление признаков неблагополучия. Представленная модель может рассматриваться как основа для формирования единой сети психосоциального сопровождения студенчества в системе высшего образования.

Introduction

Introduction. Studying at a higher education institution is associated with high psychoemotional stress for students. This results in a steady increase in anxiety, depression, and suicidal risk among young students. Naturally, the need for psychological support among students is also growing. In a situation where traditional models of psychological support based on face-to-face counseling are unable to cope with the increased demand, a solution can be found in the creation of digital psychological support systems.

Objective

Objective. A summary of theoretical approaches to organizing psychosocial support for students and a presentation of a model for a unified digital environment developed and implemented at Don State Technical University.

Psychosocial support for young students: key targets and theoretical approaches. Academic stress, uncertainty about future employment, intense competition, and the need to build new social connections place significant strain on students’ mental health. Students’ attempts to cope with their surrounding problems on their own often lead to disappointing consequences: the development of anxiety, depression, suicidal thoughts, and behavioral disorders. A specially organized psychosocial support system can help avoid such negative consequences. An effective support system should include preventive measures, early diagnosis, individual counseling, and crisis support. Digital interventions increase accessibility and meet the communication preferences of modern students.

Experience of creating a unified digital psychosocial support system at Don State Technical University. Don State Technical University has developed a four-tier model of digital psychosocial support for students, which is currently being tested. A key feature of the system is complete anonymity of participation, achieved through the generation of individual access codes that do not contain personal data.

Discussion

Discussion. An analysis of international digital support systems shows that the effectiveness of psychosocial interventions in an electronic format directly depends on the depth of their integration with the educational environment, the intuitiveness of the interface, and the maintenance of in-person support formats as a mandatory component. The model of psychosocial support for students implemented at DSTU overcomes the limitations inherent in traditional forms of support and meets the stated effectiveness criteria. The system ensures continuous support, regular monitoring of psychoemotional state, and the early detection of signs of distress. The presented model can be considered the basis for the development of a unified network of psychosocial support for students in the higher education system.

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The authors declare that there are no conflicts of interest present.