To what extent can universities be involved in students’ identity development: A perspective from student support

Abstract

Conventionally, identity has been a prominent focus in the context of personality development during adolescence, and this holds true for pharmaceutical education as well. For higher education institutions, supporting students’ character formation plays a significant role, and society expects comprehensive assistance to be provided to students from an identity perspective. This symposium, titled “To what extent can universities be involved in students’ identity development?” primarily examined how universities should perceive identity in student support settings from an educational standpoint. Following presentations by experts actively engaged in student support, the symposium delved into discussions regarding the approach to engaging with students. During the discussions, the importance of adopting a perspective of agency, self-acceptance, and being attuned to the process of self-awareness, as well as the significance of continuous involvement and creating a safe space and time, were highlighted. Within the discourse, it was recognized that there is a challenge to provide assistance that helps individuals navigate both possibilities and realities, continuously explore ways to foster agency, engage in reciprocal recognition, provide opportunities for individuals to reflect with a sense of security, and the ongoing necessity for support providers to continue their exploration.