UDC378:316.346.32

Telicheva E.G.¹ (Khabarovsk, Russian Federation) – telicheva_e@mail.ru

¹Pacific National University

Abstract. Within the framework of the scientific work, an attempt has been made to present the author’s vision of the process of professional self-determination as a subsystem of the educational process using the example of different age groups. The education system as a social institution is designed to create and multiply human capital – knowledge, experience, skills, motivation, formed by an individual, a social group, and society in the learning process [1]. Along with educational activities, the education system performs one of the important tasks – it helps students in professional self-determination [10]. There is no consensus in scientific circles regarding the term “professional self-determination.” The unifying thing is that this is a multi-step process for identifying a person’s professional purpose in society. While carrying out the process of meaningful search and choosing the direction of a professional path in the chosen or performed work, young people face a number of difficulties: geopolitical challenges, the development of information and digital technologies that are changing the structure of a number of professions; a variety of training formats, and others. Since education accompanies a person throughout life, and continuing education is a mega trend, it is important to form the need and motivation for professional self–determination in a person who wants to develop in the professional field [14]. The process of professional self-determination can be conventionally represented in the form of stages: at the initial stage, the foundation of the value of work is laid, preschoolers acquire their own meaning of professional activity, projecting through dreams of who they can become; during the school period, the foundations for professional self-determination are formed in order to choose a future profession; as students, the emphasis is on developing professional competencies, and during employment – professionalization. Successful career professional self-determination can be judged by how a person realizes himself as a person in society, career development in the desired specialty. The article analyzes the essence of professional self-determination through a comparative analysis of this concept. Based on the results of the VTSIOM survey, the compromises that high school students face when choosing a profession have been identified. As part of the pilot study, the motives for choosing an educational institution and a specific profession were determined.

Keywords: professional self-determination, professional orientation, professions, models of career guidance.

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For citation: Telicheva E.G. Professional self-determination activities as a subsystem of the educational process. CITISE, 2025, no. 1, pp. 426-436.