Formation of Personal and Professional Qualities of a Mediator in an Inclusive Educational Environment of a University

Aim. To determine the conditions and features of the formation of personal and professional qualities of a mediator in an inclusive educational environment of a university in order to organize a system of constructive conflict resolution and ensure the psychological safety of all participants in the educational process.

Methodology. The study is based on a systemic and constructive approach. The systemic approach allowed us to consider mediation as a complex process that includes the personality of the mediator, an inclusive environment, and methods of conflict resolution, while the constructive approach allowed us to study conflicts as a source of development. The following principles were implemented: polysubjectivity (taking into account the interaction of all participants in the educational process in an inclusive environment, including students with disabilities, normotypical students, and teachers) and practice-oriented approach (development of recommendations for the implementation of mediation in universities, including the formation of a mediation culture and the creation of conditions for the development of personal and professional qualities of mediators). The following methods were used: literature analysis, psychodiagnostics, observation, questionnaires, quantitative analysis, and data visualization. The factual basis of the study includes scientific publications (RSCI, Elibrary) and regulatory documents governing this activity. Research hypothesis: the formation of personal and professional qualities of a mediator in an inclusive educational environment of a university contributes to the organization of a system of constructive conflict resolution, the development of a mediation culture and ensuring the psychological safety of all participants in the educational process.

Results. The key conditions for the formation of personal and professional qualities of a mediator have been identified: the introduction of educational programs aimed at mastering mediation skills, conflict resolution technologies that contribute to the development of a mediation culture and the creation of a favorable educational environment at the university. In an inclusive environment, a mediator should develop empathy, tolerance, flexibility, taking into account the needs of students with disabilities. Based on the identified conditions, recommendations have been developed for creating a mediation system that includes mediation services, integrating mediation into the educational process and training teachers. The results of the empirical study showed that 70% of students demonstrate a sufficient level of emotional intelligence, which is an important condition for successful mediation. This indicates that students have a general potential for mastering mediation skills. However, the identified shortcomings in the motivational sphere and individual personal aspects indicate the need for targeted work on their development.

Research implications. The study contributes to the development of mediation theory, expanding its application in the context of inclusive education. The work systematizes and specifies the key qualities necessary for a mediator to work effectively in an inclusive environment. The development of recommendations for the training of mediators and the introduction of mediation practices into the educational process of the university contributes to increasing psychological safety and harmonizing interactions between participants in the educational process. The scientific novelty of the study lies in the comprehensive approach to the study of mediation in an inclusive educational environment, including an analysis of the personal and professional qualities of the mediator, the characteristics of the inclusive environment and the conditions for the formation of a mediation culture.

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