SELF-AWARENESS AND SELF-REALIZATION OF THE INDIVIDUAL

Abstract

In the modern sociocultural context, the issues of self-awareness and self-realization of the individual have become especially relevant. Dynamic transformations in all spheres of social life necessitate a rethinking of the inner world of the human being as the foundation for personal growth. The development of the ability for self-knowledge, reflection, and internal choice becomes a key factor in the harmonious development of the individual, particularly among youth, where identity and life strategy are still in the process of formation. This study aims to identify the relationship between the level of personal self-awareness and the individual's capacity for self-realization in social and professional contexts. The research includes a theoretical analysis of academic sources in philosophy, psychology, and pedagogy, as well as an empirical study involving university students as a socially active group inclined to seek their own identity. The study found that a high level of self-awareness directly correlates with the presence of clear life goals, a responsible attitude toward personal development, and the ability to make autonomous decisions. Conversely, a low level of reflexivity and internal self-determination reduces the effectiveness of personal realization, fostering adaptive rather than creative forms of self-expression. The results indicate the need for purposeful support in developing self-awareness within educational environments, particularly through the implementation of interactive methods that stimulate reflection, critical thinking, and emotional intelligence. It is demonstrated that a holistic approach to personality development fosters the necessary conditions for achieving full self-realization in contemporary society. The conclusions emphasize that self-awareness serves not only as a foundation for inner development but also as a factor of social activity and responsibility. Self-realization is understood as the process of unlocking one's potential through conscious participation in social life. Therefore, further research should focus on developing psychological and pedagogical conditions that ensure the integration of self-knowledge and active personal development in both educational and sociocultural spaces.