Personal growth is an integral part of every individual’s life, however, for some, it also carries significant professional and ethical implications, due to the nature of their professional work. Such individuals are typically employed in the helping professions, which are defined and
described in the theoretical framework of this study. The present study subsequently focuses specifically on students of social pedagogy, whose characteristics and motivations for choosing this field of study provide the context for exploring personal growth - the central concept of the study.
The qualitative empirical research is based on the accounts of six (former) students of social pedagogy. It offers a comprehensive insight into their personal growth throughout their studies, as well as their understanding and evaluation of personal growth and their active engagement in self-development. For the participants, personal growth is meaningful both in their private lives and in the context of their (future) professional roles. They reported experiencing significant changes over the course of their studies in the areas of interpersonal relationships, emotional development, communication, cognitive processes, self-understanding, self-acceptance, and identity formation. This rich process of personal development emerged as a result of their own proactive engagement as well as spontaneous opportunities that arose throughout this period.
The empirical part also examines key factors contributing to the participants’ personal growth. Among the most influential reported by the participants were supportive relationships, student and volunteer work, and various leisure activities. The study programme itself also played an important role, particularly through interactions with professors, mentors, and peers, participation in exchange programmes, practical experience, reading academic literature, and writing reflective papers. Practical experience, along with student and volunteer work, also
contributed greatly to the exploration and formation of the participants’ professional identity, while the study programme also fostered a supportive environment.
The study offers valuable feedback for instructors, educators and curriculum designers, as its findings illuminate how the current social pedagogy study programme supports students’ personal growth. It also provides the participants’ suggestions for programme modifications
that could offer enhanced support for personal development and encourage deeper engagement in self-reflection and self-development. The conclusions of this study serve as a reminder and an encouragement to students that personal growth is a vital component of preparing for a profession devoted to supporting and empowering vulnerable groups.
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