ASSESSMENT OF THE IMPACT OF SOCIO-CULTURAL RISKS OF SOFT SKILLS FORMATION IN DIFFERENT EDUCATIONAL ENVIRONMENTS FOR SDG’S

Objectives . The purpose of the study was to summarise and update the impact of socio-cultural risks on the formation of Soft Skills in students in the educational environment for sustainable development goals. Theoretical Framework . The article provides an overview of the main trends in assessing the impact of socio-cultural risks on the formation of various soft skills of students. The authors analyse the main risks associated with the development of the socio-cultural environment. Results and Discussion . The main factor in counteracting risks is the development of universal soft skills that can significantly increase the effectiveness of future professionals in the modern world. This article aims to identify the impact of socio-cultural risks on the development of soft skills in students in the context of the educational environment. Research Implications . The identification of this influence is the main novelty of the study, as it highlights not only the skills themselves, but also the way in which the educational environment can contribute to their formation. The authors emphasise the need to assess the potential of the educational environment to develop sustainable skills needed to overcome modern challenges. Originality/Value . Thus, this article expands the understanding of the impact of socio-cultural risks on the formation of soft skills in students, and emphasises the importance of developing these skills to overcome the challenges of our time, making it an important contribution to the field of soft skills research in pedagogical practice.


RELEVANCE OF THE CHOSEN TOPIC
The educational sphere has always been of interest for cultural and philosophical reflection because it is both a unique, and universal way of entering the context of culture, outside of which existence is impossible, and also because of the significant role it has acquired in the "knowledge society".
The current transitional era, associated with global socio-cultural transformations and worldview shifts, raises the question of a new adaptation of a person to the world, and since the university is the main mass institution of socialisation and adaptation of a person, the fundamental changes that occur to it under new socio-cultural conditions pose a real threat of losing its essence.
That is why the study of Soft Skills formation, their development and updating of content is a relevant and promising topic of scientific research.

THEORETICAL OVERVIEW OF THE DEGREE OF DEVELOPMENT OF THE ISSUE
The modern university today faces the challenge of a radical transformation of the socio-cultural environment associated with globalisation, innovation, informatisation, commercialisation, marketisation and pragmatisation of social life.And for this reason, it is important to study the impact of socio-cultural risks on the formation of the latest soft skills of future professionals (Rukman et al., 2023).
As noted in article (Espina-Romero et al., 2023), the higher education system today should be considered as the most important institution of socialisation of the individual, where education and upbringing are a single process aimed not only at training highly educated, broadly erudite, cultured, creatively thinking specialists, but also at forming a holistic and unique personality.Today, a university is not only an educational process, but also a research, project and creative activity.Universities offer a variety of formats, including formal and informal student associations that implement various activities, participation in which helps students to form and develop a wide range of competencies (Volkova, Zinukova, Vlasenko & Korobeinikova, 2020).
World-class universities pay special attention to the personal development of their students and their soft skills, primarily by implementing this task within a large number of student communities, involving all students in their activities (Danilyan et al., 2018).
New times place new demands on young professionals and, as a result, education is facing major challenges in preparing competent human resources that would be competitive in the global market.The success of education in a complex socio-cultural environment is not just a matter of students acquiring a large amount of knowledge.Students also need to have soft skills to be able to compete with others and to be independent, self-reliant, autonomous and able to use their knowledge and skills to solve life's problems.One of the important ways to teach students to solve problems in their professional activities is to integrate and develop flexible skills in the learning process (Almeida & Morais, 2023).
Thus, according to (Afroze et al., 2019), soft skills are an important component for a specialist, as well as for a person who wants to be successful in modern realities.It is important to develop soft competences as part of the education process.However, the traditional university curriculum focuses on developing hard skills in its students, and with few exceptions, teachers aim to develop "universal" skills.It is assumed that student communities can develop soft skills, but it is important to determine whether they actually achieve this goal.
With the rapid growth and development of technology, professional knowledge and skills (hard skills) are rapidly becoming outdated, and skills that allow not only to adapt to changing conditions but also allow you to work in a new way in any professional field, i.e. a kind of universal working tools, or soft skills, are coming to the fore (Mykytuk et al., 2023).Today, employers are paying more and more attention to flexible skills, which are also sometimes In essence, flexible skills refer to both character traits and interpersonal skills that will influence how well a person can work or interact with others.
This may seem like a broad and vague definition, but that is because the term soft skills covers a wide range of skills, such as creativity, time management, problem solving and emotional intelligence (Almeida & Buzády, 2019).
Graduates from schools and universities may be concerned that gaining a good academic qualification and mastering easily measurable hard skillsnarrowly defined professional knowledge (e.g.writing skills, use of a particular software, knowledge of a foreign language, etc.) is no longer enough to get a job.They will now also need to demonstrate a range of interpersonal skills to succeed in the workplace.However, there are ways to work on developing these skills while engaging in other activities (Ezeudu & Chukwudubem, 2023).
As noted in (Safarova, 2023), the impact of the socio-cultural environment on society and the individual can hardly be overestimated.It is here that steps towards socialisation begin, the artistic and emotional sphere develops, and leisure needs are met.Along with other elements of the living environment, the researcher emphasises that it is the socio-cultural environment that contributes to the formation of soft skills aimed at increasing the social efficiency of the individual.Thus, the study of the impact of the socio-cultural environment on the individual and, as a result, on socially important processes is a necessary element of diagnosing society as a whole and its educational sphere in particular.

PURPOSE AND OBJECTIVES OF THE STUDY
The main purpose of the study is to actualise and summarise the impact

MODERN SOCIO-CULTURAL ENVIRONMENT AND ITS CHALLENGES
The social processes taking place in the world of the twenty-first century cannot but affect the growth and development of the individual.Personality development is a complex process that covers the stages of evolutionary growth (emergence of new characteristics compared to the previous stage), involutionary changes (loss of previously formed mental properties and qualities), as well as heterochromic features.Here, a number of factors influence personality development, including the socio-cultural environment of the educational space (Kim & Lee, 2023;Aliyeva, 2023).
In the context of the information society, the social space is now characterised by constant movement due to the impact of informatisation and computerisation.This has a profound impact on the socio-cultural environment, as well as on the conditions of socialisation of individuals, especially in the educational environment.The education system has undergone changes in recent years, largely due to the emergence of innovative technologies, informatisation and computerisation.These changes have led to shifts in the socialisation of pupils and students, and this process takes place in the context of ongoing social change (Tsekhmister et al., 2023).The problems of the development of the socio-cultural environment are studied by representatives of various sciences, including sociologists, philosophers, ethnologists, educators, psychologists and others.The multiplicity of definitions of the term "socio-cultural environment" is a consequence of this fact.This article will adhere to the point of view that the socio-cultural environment is a set of generally accepted norms, values, rules, laws, technologies, scientific information that is available to society and individuals as part of society for active interaction with the living environment (Park et al., 2023).The modern educational environment, as a subsystem and an important component of the socio-cultural environment, should contribute to the development of the child, the education of personal qualities, and the formation of certain personality traits.

SOCIO-CULTURAL CHALLENGES AND RISKS OF TODAY
The penetration of new technologies into everyday life and their active regulation remain outside the public eye.Many researchers discuss the instrumental function of media reality, which they define as the result of human activity coded to solve instrumental tasks (Kushnir et al., 2022;Bhandari, 2023).They argue that this set of technical capabilities facilitates routine work and accelerates the achievement of desired results.Nevertheless, it is clear that one of the main goals of artificial intelligence (AI) is to imitate human cognitive processes and decision-making.Despite the lack of awareness among members of modern society, these developments are already affecting social dynamics.The introduction of AI has led to the emergence of new socio-cultural elements, behavioural reactions, and social tensions.It is very important to identify and analyse these changes in the socio-cultural environment and the challenges and risks associated with them.

CHANGES IN THE SOCIO-CULTURAL SPACE UNDER THE INFLUENCE OF TECHNOLOGICAL PROGRESS
There is a belief that the introduction of IT in education will lead to the replacement of certain physically and cognitively demanding human activities, or, conversely, routine tasks performed by people.It is worth noting that there is often information about the potential loss of relevance of certain professions in the coming decades.This applies to such activities as librarians, office workers, analysts, testers, and designers.
In the past, it was obvious that professions that required minimal intellectual involvement, such as loaders, controllers and cleaners, would become obsolete.However, in today's era, those professions that require education and investment to obtain, which were once considered prestigious and status, are now facing problems of low demand.It is important to acknowledge that these include areas that require creativity, which is becoming a key indicator of the qualitative transformation of society (Xolmatova, 2023).
On the one hand, only a few will be able to realise their creative potential.On the other hand, most members of society will find themselves in the position of primitive consumers of gadget results, not developing their cognitive and creative potential, and performing non-intellectual and light labour.To illustrate this point, consider the following scenario: humanity uses numerous gadgets, creates complex information networks to place orders for goods, but the goods are delivered by people with low qualification competences.In other words, this complex technological pyramid reduces humans to one of the elements of technological logistics, and also leads to the division of society into a few professionals who are in the thick of digital technologies and the majority of non-professionals (Timotheou et al., 2023).
This situation leads to the next problem.Increasing immersion in the digital virtual space, which excludes people from real life, contributes to the fact that a certain part of society, especially young people, who are more immersed in the virtual sphere than older generations, "lose" their sense of being in the real world, often without even realising it.This is especially evident in the field of esports, where virtual reality fighting has been almost This desire for physical expression and participation in practical activities can manifest itself in different ways.It is good if it is expressed in the form of practical activities.However, there can also be an over-focus on activities such as parkour and body experiments.This may indicate a lack of understanding of the physical limits of the body and the ability to use its resources wisely, due to the impact of virtualisation (Martynenko et al., 2023).

CHANGES IN THE SOCIO-CULTURAL SPACE AND COMMUNICATION PROBLEMS
The next problem is the problem of communication.On the one hand, modern technologies provide society with various opportunities for social interaction.However, on the other hand, they deprive people of live communication.It is important to consider the types of activities that are at risk of disappearing due to the emergence of artificial intelligence.These are primarily communication-related professions.These issues are probably not within the competence of an algorithmic machine that performs many operations per second (but still in a given sequence).However, how such total algorithmisation can replace interpersonal, human, social, mental, psychological interaction, which is unique in each case, is not clear to a person in principle.After all, any case is a set of complex nuances, and education and training are based on the ability to reveal individual qualities of a person (Tropin et al., 2021).
In fact, there is a threat to the private uniqueness of a person as a sociocultural component, which is manifested through communication that develops in the socio-cultural environment.The main task of education in previous centuries was to teach critical thinking, to build cause-and-effect relationships, and to create one's own intellectual products (Wulandari et al., 2023).In today's era, it is not even necessary to have a high level of information retrieval skills, as this task can be performed by computers.It can be reasonably predicted that in the near future, the average personal computer user may be assigned the role of a machine that reproduces information, while artificial intelligence will perform the creative role that once distinguished humans (Hladoshchuk et al., 2023).

CONTENT AND FEATURES OF THE CONCEPT OF SOFT SKILLS
The effectiveness of the professional activity of a labour subject depends on many factors, among which professionally qualities play a key role.In the process of activity, these qualities undergo modification, development and self-improvement (Basyuk et al., 2023).The concepts of "hard skills" and "soft skills", which have entered the field of modern scientific research, respectively, denote "hard" competences (specific knowledge, skills and abilities required for a particular position in a particular organisation) and "soft" competences (flexible ratios of these qualities in the psychological structure of a person as a labour subject, in fact, continue the eternal debate about what is more important: a strong professional, but with serious existential voids.In this context, it is relevant to study the correlation between professionally significant qualities, hard skills and soft skills (Cowan & Kodak, 2024).
Many authors, in particular (Yong & Ling, 2023), have argued that soft skills are crucial not only in a particular professional field, but also in general for achieving success in life (Table 1).Moreover, their role increases as a person progresses in their professional career and moves up the career ladder.At the same time, the acquisition of soft skills does not depend solely on learning.For example, in the context of emotional intelligence training, the foundation is laid, the basis on which this skill is subsequently improved, experience is gained, through trial and error.Table 1.

Key soft skills that help to adapt to the socio-cultural environment
Soft Description Comprehensive multi-level problem solving Analyse problems at different levels of complexity and find effective solutions, taking into account various aspects and possible consequences.

Critical thinking
Ability to objectively evaluate information, understand the reasons and evidence, and formulate reasonable and objective conclusions.Creativity in the broadest sense Generate new ideas, solutions and approaches to solving problems, and apply them in practice.Ability to manage people Ability to effectively manage working and interpersonal relationships, motivate the team to achieve common goals.

Interaction with people
Establishing and maintaining effective interpersonal relationships, demonstrating empathy, tolerance and listening skills.

Emotional intelligence
Understand, control and express their own emotions and empathically perceive and respond to the emotions of others.

Forming your own opinions and making decisions
The ability to analyse information, evaluate alternatives and choose the best course of action, taking into account one's own values and beliefs.

Customer focus
Perceiving and meeting customer needs and expectations by actively working to improve the quality of service or product delivery.

Negotiation skills
Establishing mutual understanding and reaching mutually beneficial agreements when negotiating and agreeing on terms and agreements with other parties.

Flexibility of the mind
Adapting to new conditions, quickly changing your views and approaches to solving problems, and learning from mistakes.
Another common misconception is that soft skills, unlike hard skills, cannot be quantified.In fact, there are long-established mechanisms for testing the presence and level of development of a particular hard skill, which allow you to get a very specific answer with a sufficient degree of reliability.Anyone who has taken a driver's licence, learnt to play a musical instrument or mastered a video conferencing service (such as Sferum, Pruffme or Webinar Meetings) would agree with this assessment.In addition, there is a lack of diagnostic tools in the field of soft skills, for example, to assess negotiation skills or flexibility of thinking, emotional intelligence, or customer focus (Orhani, 2023).Students need to be able to express themselves clearly and confidently, both in writing and orally, to be active listeners and to respond appropriately.These skills also include fluency in the use of new technologies, the ability to reach consensus in group discussions, and the ability to interact effectively with people from different cultural backgrounds.For example, in the Driving lesson, students are expected to demonstrate these skills.
In the Road Safety module, students are divided into three mini-groups.
Each group receives a different source of information on road safety.The groups then highlight the main points of their sources and present them for class discussion.The class then collectively analyses the recommendations presented by the three mini-groups and works to create a single set of recommendations that all parties can agree on (Karnieli-Miller et al., 2023).

CRITICAL THINKING SKILLS
This skill enables learners to engage in critical, creative, innovative and analytical thinking, which includes the ability to apply knowledge.The elements that learners should master in this dimension are the ability to identify and analyse complex situations and make informed judgements, and the ability to extend and improve thinking skills, to propose ideas and alternative solutions.Critical thinking skills are important for professional development, as they help to understand and analyse the complex challenges of the socio-cultural environment.It allows you to question the information you receive and check its reliability.For example, in a world where social media is full of information, critical thinking helps to distinguish between true information and manipulative or fake information (Anggraeni et al., 2023).
To better understand the role of this skill, let's imagine that we are searching for news about a certain event on social media.We see several posts that contradict each other.Thanks to critical thinking, we will be able to analyse different points of view, understand the arguments that are presented and check their logic and validity (Yashchuk et al., 2022).This approach to thinking allows us to make more objective and better decisions in various areas of life, taking into account various cultural and social influences.For example, in business, it is important to be able to evaluate different views and opinions in order to make informed decisions.Or in politics, critical thinking helps to distinguish truthful information from manipulation and to question unconvincing arguments.

TEAMWORK IN THE SOCIO-CULTURAL ENVIRONMENT
Teamwork skills encompass the ability to collaborate with people from different social and cultural backgrounds to achieve a common goal.In order to develop productive professional relationships with colleagues, it is important to recognise and respect the cultural, behavioural and attitudinal differences of others.Students are expected to be able to take on both leadership and membership roles in a group (Wang et al., 2023).The ability to work in a team is an invaluable asset in responding to the challenges of the socio-cultural environment.By joining forces and integrating different perspectives and experiences, teams can address complex socio-cultural issues in a multifaceted way.
Each team member expresses his or her own point of view, shares his or her own experience and professional knowledge, which allows for a more complete and objective view of the problem.Teamwork also facilitates the exchange of ideas, fosters tolerance and encourages mutual understanding between participants.For example, when developing socio-cultural projects or integration programmes, teamwork allows for the enrichment of the initiative with diverse cultural perspectives, thereby ensuring more effective adaptation to different cultural environments.This collective approach helps to develop more comprehensive and effective strategies for responding to socio-cultural challenges (Kadenic et al., 2023).

LIFELONG LEARNING IN A CHANGING SOCIO-CULTURAL ENVIRONMENT
In order to acquire the necessary skills and knowledge, students must be able to learn independently.They must have the ability to identify, locate and manage relevant information from a variety of sources effectively.In addition, they must be receptive to new ideas and able to develop a research-oriented mindset.Criteria for this skill include the ability to collect, analyse and evaluate new information, ask relevant questions, retell it in their own words without distorting its meaning, and navigate the vast information landscape of the modern world (Odesanmi et al., 2023).

CONCLUSION
In analysing the issue of counteracting socio-cultural risks in the modern educational environment, several vulnerable aspects have been identified that Impact of Socio-Cultural Risks of Soft Skills Formation in Different Educational Environments for SDG'S called 21st century skills, and here we are faced with different interpretations of this term.
of socio-cultural risks on the development of soft skills in students in different educational environments.Based on this goal, the following research objectives were formed: 1. Study of the modern socio-cultural environment; 2. Studying the risks of the socio-cultural environment; of basic soft skills in the context of counteracting the risks of the socio-cultural environment.
For example, the emergence and technological advancement of gadgets designed to facilitate and improve the lives of people in various spheres of society (medicine, education, aviation, etc.) have become an integral aspect of socialisation, development, learning and personal formation.The sociocultural changes taking place in the modern social space under the influence of information technology have led to the emergence of research related to the formation of the human personality.They are aimed at identifying new cultural needs and interests, activating the adaptive mechanisms of the individual, expanding the search for adequate communication practices (Segundo-Ortin, 2024).
Impact of Socio-Cultural Risks of Soft Skills Formation in Different Educational Environments for SDG'S Krasnoshchok, I., Kravtsova, T., Zahorodnia, L., Kravchuk, O., Savelchuk, I. (2024) Assessment of the Impact of Socio-Cultural Risks of Soft Skills Formation in Different Educational Environments for SDG'S Impact of Socio-Cultural Risks of Soft Skills Formation in DifferentEducational Environments for SDG'S completely replaced by the fight of athletes in the arena(Tsekhmister et al., 2022).Nevertheless, this imbalance leaves a significant imprint on the psyche of the younger generation, forcing them to seek a tangible sense of belonging to the real world.
essential for effective communication.
require further study and effective management.It is important to consider this process in the context of the development of Soft Skills, which will be the same for different educational environments and will act as a universal component of the educational process.This necessitates the implementation of comprehensive measures covering various social spheres.The focus on the development and implementation of curricula aimed at developing soft skills of the participants of the educational process plays a key role in strengthening the capacity of society to counteract the changing socio-cultural environment.Obviously, identification of challenges, threats, problems and potential negative consequences of innovative social trends is an integral aspect of this process.The development and implementation of socio-cultural risk management programmes through the development of soft skills in an educational institution can effectively strengthen responsibility and increase the readiness of society to address the most significant challenges of today.Further research should be aimed at studying effective methods of developing Soft Skills in accordance with the current challenges of the socio-cultural environment.