UDC 377

Debolskaya Yu.M.¹ (Moscow, Russian Federation) – debolskayaum@mail.ru; Yadrov K.P.^1,2 (Moscow, Russian Federation) – yadrov@inbox.ru

¹Russian New University

²Peoples’ Friendship University of Russia named after Patrice Lumumba

Abstract. Problem Statement. In the secondary vocational education system, there is a growing demand for graduates who possess not only professional knowledge and practical skills, but also a stable personal and professional position, which determines their attitude to work, the quality of interactions with clients, a willingness to accept responsibility, and the ability to develop professionally. This problem is particularly significant for specialty 43.02.17 “Beauty Industry Technology.” However, the pedagogical literature has insufficiently addressed the specific conditions and factors that contribute to the development of the personal and professional position of secondary vocational students and how the results of this process can be correlated with the requirements of the federal state educational standard. The purpose of this article is to identify and theoretically substantiate the pedagogical conditions and factors that shape the personal and professional position of students in secondary vocational education, using specialty 43.02.17 “Beauty Industry Technology” as an example. Methodology and Research Methods. The methodological framework consists of systemic, subjective, resource-based, and adaptive-resilience approaches. This study utilizes an analysis and synthesis of scientific literature on pedagogy and psychology of vocational education, a theoretical generalization, a comparison of scientific approaches, and an interpretation of the requirements of the Federal State Educational Standard for Secondary Vocational Education as applied to the problem under study. Research Results: The concept of “personal-professional position” has been clarified as it applies to the training of secondary vocational students in the beauty industry. Four complementary criteria for its formation have been identified and operationalized: systemic, subjective, resourceful, and adaptive-viability. Observable indicators have been identified for each criterion, enabling their use in pedagogical diagnostics and in designing assessment methods. It has been demonstrated that the proposed criteria framework aligns with the general and professional competencies of the Federal State Educational Standard for Secondary Vocational Education and can be used as the basis for practice-oriented learning, portfolios, rubricators, demonstration assignments, and independent expert evaluation. Conclusion. The formation of the personal and professional position of secondary vocational education students is a targeted pedagogical process, the effectiveness of which is ensured by the coordinated action of organizational, pedagogical and socio-psychological factors.

Keywords: personal and professional position, secondary vocational education, beauty industry technology, pedagogical conditions, socio-psychological factors.

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For citation: Debolskaya, Yu. M., & Yadrov, K. P. (2026). Conditions and factors for the formation of the personal and professional position of secondary vocational education students. CITISE, 3, 183-194. (In Russian).