INDIVIDUAL EDUCATIONAL TRAJECTORY OF A HIGHER EDUCATION STUDENT IN THE FORMATION OF PROFESSIONAL COMPETENCE

Abstract

The article analyzes the role of individual educational trajectory (IET) in the process of professional training of future specialists. The mechanisms of the influence of personalization of training on the level of formation of professional competencies are investigated. It has been determined that the subjective position of the education seeker is a key condition for the harmonious combination of theoretical knowledge and practical skills. The subjective influence of stakeholders, in particular teachers and employers, on the formation of the individual educational trajectory of the higher education seeker has been established. Thus, the relevance of the chosen research topic is determined by the need to resolve the contradiction between the standardized content of higher education and the individual needs of an individual striving for professional success. The purpose of the study is to theoretically substantiate and analyze the influence of the individual educational trajectory on the process of forming professional competence of higher education applicants, as well as to determine the subjective influence that ensures the effectiveness of this process in modern educational realities; the methodology for diagnosing student subjectivity has been further developed. Scientific novelty. The article systematizes for the first time the categories of subjective influence of a higher education seeker on the construction of an individual educational path; improves the structural model of professional competence formation through the integration of informal education; further develops the methodology for diagnosing student subjectivity. Conclusions. At the same time, the formation of an individual educational trajectory is the product of multi-vector subject interaction, where the student is the main driver of his trajectory, teachers and employers act as active subjects who determine the guidelines, boundaries and resources for this movement. The teacher transforms his contribution into a form of tutoring support, ensuring methodological stability of the trajectory. Employers, as external entities, determine the pragmatic content of training, saturating the IOT with applied cases and professional standards. Employers, as external entities, determine the pragmatic content of training, saturating the IOT with applied cases and professional standards. This synergy of subjective influences transforms the educational trajectory from an abstract curriculum to a viable model of professional growth, where academic quality is combined with market demand.