Curatorship in Higher Education: the influence of student personality on training

Abstract

This article explores the hypothesis that the development of students’ socio-cultural potential within higher education can be maximized through the strategic integration of university leisure activities, guided by a well-designed structural and functional model and supported by specific pedagogical conditions. Drawing on a comprehensive review of contemporary pedagogical literature, the study identifies and clarifies the key components and dimensions of students’ socio-cultural potential, emphasizing how personality traits influence engagement, motivation, and overall educational outcomes. Leisure activities are positioned not merely as recreational opportunities but as powerful educational tools that can enhance communication, teamwork, creativity, and social responsibility among students. The article proposes a structural-functional model that articulates the stages, processes, and mechanisms through which socio-cultural potential can be developed effectively. Pedagogical conditions for implementing this model, including mentorship, personalized guidance, and collaborative learning strategies, are discussed and tested in practical university settings. The findings demonstrate that aligning leisure-based educational interventions with students’ personality profiles significantly improves their socio-cultural development, strengthens their academic performance, and fosters a more holistic educational experience. By integrating personality-aware curatorship practices into higher education, institutions can cultivate graduates who are not only academically competent but also socially aware, culturally sensitive, and equipped to navigate complex professional and social environments. This research contributes to the theory and practice of curatorship, offering a replicable methodology for educators, administrators, and policymakers aiming to enhance student development in modern universities.