The problem of social responsibility as component of the sustainable development is currently considered in social, cultural, science spheres (Human Development Report, 2011, Michelsen, Rieckmann, 2008, Stoltenberg, 2009, Michelsen, Siebert, Lije, 2011). According to Jonas (1995) responsibility, as the first principle of new ethics, encompasses not only human beings, but also science, technology, and nature.

University studies must train such future professionals, who would be able to solve global problems and understand them in the context of other sciences, as well as would be professional generalists actively participating and creating, successfully feel in multicultural communities (Visser, 2006, Nusbaum, 2003, 2004, 2009; Ollis, Neeley, Leugenbiehl, 2004; Crawley, Malmqvist, Ostlund, Brodeur, 2007; Narum, 2008).

The research questions: what the level (and the type) of social responsibility do future social pedagogues possess? How does the expression of social responsibility changes during study process?

Thus the research of social responsibility expression in beliefs and professional expectations of future social pedagogues will allow formulating the aims of social responsibility development in the context of contemporary learning paradigm, i.e. to consider students’ needs, the understanding of their social responsibility as well as perceived relevance in pursuing personal and professional career. The recommendations based on students’ needs for study subject teachers will allow ensuring the quality of the study process. students mostly regarded social responsibility as duty, task completion, and responsibility for the results of their actions.

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