Typologies of prosocial behaviors and the possibility of their application in the context of educational practices

Context and relevance. Prosocial behavior, defined as voluntary behavior in the interests of others, is considered as a key factor of adaptation and survival in conditions of uncertainty, a way of coping with modern social challenges, such as pandemics, natural disasters and military conflicts, as well as a subject of educational activity in the educational environment. Objective. The article describes three dominant typologies of prosocial behavior in the scientific literature, developed by N. Eisenberg and colleagues, G. Carlo and B. Randall, and P. Boxer and colleagues. The foundations of these typologies, research that draws on each typology, and practical applications of these typologies in educational settings are discussed. Conclusions. The theoretical study demonstrates the diversity and complexity of the phenomenon of prosocial behavior, the problems associated with its classification and measurement, the transformation of views on prosocial behavior over time, and the current direction of research on the relationship between prosocial and aggressive behavior. The importance of a reflective professional stance, consideration of the complexity of motives behind prosocial behavior, and distinguishing between institutionalized and spontaneous forms of prosocial behavior in designing interventions to support prosocial behavior among children and adolescents and building a positive and supportive school organizational culture are emphasized.