Abstract: The study is aimed at the development of the psychological-pedagogical construct of implementation the information technologies in higher education. The aim of the study is to determine the psychological conditions and logic of information technologies deployment to develop the personal potential of students.
The authors use the methods of systematization and generalization, the method of conceptual-structural reconstruction, modeling and design, psychological testing and comparative analysis.
As a result, presented the personal-oriented construction of ICT realization into the university training. It combines the principles of using ICT, the structure of educational communications and specific stimuli of ICT that activating the personal potential of students. The principles proposed in the construction serve as a psychological-pedagogical filter for the introduction of ICT (targeting, accessibility, redundancy, diversity, integrativity, sensitivity, synergy, refreshment, systematicity, scientific orientation, etc.). Compliance with these principles allows building on the basis of ICT a developed and psychologically correct system of educational communications, including such components as: didactic, information-gnostic, interactive, attractive-motivating, participating and other components. In the presented construction, the authors also offer a set of ICT stimuli that activate the personal potential of students: representative, exposing, adaptive, contact, search-heuristic, imprinting, control-evaluative, structuring, reflective, modeling, suggestive, translimitative, temporal, personalizing, inclusive, etc.
Approbation this construction in the online learning showed the promise of its application in practice. The results of diagnostics using the self-actualization method (version of the POI test by E. Shostrom) showed that students have an increase in such indicators of personal potential as: self-support, self-regard and self-acceptance, as well as spontaneity, flexibility and productive relationship.
The results obtained can be applied in the field of building student-centered digitalization practices of university education, the novelty of which lies in the indirect introduction of information technologies through the development of a variety of educational communications aimed at activating students' personal resources and capacities.

Abstract: The subject of the research is the value sources that ensure the psychological health of modern students. The authors study in detail the scientific aspects of the extent of prior research of psychological health, its phenomenology, and structural organization. They analyze the destructive influence of consumer society, modern mass media, and information technologies on young people’s consciousness. The study emphasizes the value factors of the development of psychologically healthy youth and the role of higher school as an institution of socialization. As attractive value guidelines for youth development, the authors consider the most important layers of sociocultural experience, which concentrate the leading sense loci of a civilized matrix. The authors base the study on the methodology of socio-cultural determination and implement provisions of cultural-historical and axiological approaches when investigating the processes of healthy personality development. They apply methods of modeling and conceptual reconstruction of the value space of healthy youth education. As a result, the study models a holistic structure of youth psychological health comprised of three components: psychosomatic, functional-psychological, and spiritual. The novelty of this result is that the leading role belongs to the spiritual component reflecting the value-sense level of the personality. As the main research result, it presents the construct of value attractors for the healthy development of students, which includes seven conjugated strata of socio-cultural experience: from socio-centric, theocentric, anthropocentric, ethnocentric, nature-oriented, cultural-oriented, and gnoseocentric. Each of these strata concentrates the most significant features of education, which altogether represent an essential civilizational resource for building productive educational practices in modern higher education.