UDC 374.3

Rostovskaya T.K.^1,2 (Moscow, Russian Federation) – rostovskaya.tamara@mail.ru; Fomina O.E.³ (Murom, Russian Federation) – olgazemskova@inbox.ru; Rostovsky R.V.⁴ (Moscow, Russian Federation) – rvrostovskiy@mail.ru

¹Federal Research Sociological Center of the Russian Academy of Sciences

²RUDN University

³Vladimir State University named after Alexander Grigorievich and Nikolay Grigorievich Stoletov

⁴State University of Management

Abstract. The article analyzes the role of self-education as a sociocultural resource for forming the labor potential of future educational psychologists and foreign language teachers. The relevance of the problem is considered in the context of higher education modernization and the competence-based approach under conditions of the precarization of teaching labor. Particular attention is paid to the contradiction between the high demand for competent specialists and the insufficient study of self-education as a tool for developing their professional competence. The empirical base of the study was the Murom Institute (Branch) of VSU named after A.G. and N.G. Stoletovs. A set of theoretical and empirical methods was used: analysis of scientific literature, as well as psychodiagnostic techniques (a questionnaire based on materials by V.D. Shadrikov, a method by G.V. Rezapkina, and an author’s questionnaire). The sample consisted of 98 students in the fields of “Psychological and Pedagogical Education” and “Pedagogical Education” (profiles: English and German languages). The study was conducted in three stages. A comprehensive model for forming the professional competence of future teachers through self-education was developed, including target, content, procedural, and evaluative components. Diagnostics revealed an average level of readiness for self-education among the majority of respondents. The implementation of the author’s program “Self-Education Skills” as part of a formative experiment contributed to positive dynamics. The control stage recorded a statistically significant increase in the level of professional competence, internal motivation, and the formation of self-education skills in the experimental group.

Keywords: self-education, sociocultural resource, labor potential, teacher, educator, professional competence, precarization, higher education.

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For citation: Rostovskaya, T. K., Fomina, O. E., & Rostovsky, R. V. (2026). Self-education as a socio-cultural resource for the formation of the labor potential of future teachers. CITISE, 1, 524–544.  (In Russian).