MODEL OF PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL SUPPORTOF THE STUDENTS’ EARLY DETERMINATION OF PROFESSIONAL IDENTITY WITHINTHE SYSTEM OF GENERAL SECONDARY EDUCATION

Abstract

The article draws attention to the process of psychological, pedagogical and methodological support of early determination of students’ professional identity within the general secondary education (GSE). For this purpose, we reviewed the psychological and pedagogical literature, and found the peculiarities of this process in modern students.

During the research, a model of psychological, pedagogical and pedagogical support of early determination of students’ professional identity in the GSE environment was developed. The research is aimed at facilitating educational institutions and teaching staff to support students in the process of early determination of their professional identity.

This article focuses on the issues of psychological and pedagogical support of early determination of professional identity, reflecting a goal-oriented approach to addressing challenges in today's educational environment

The role of psychological and pedagogical support of early professional identity determination is highlighted as a supportive element that helps students identify their interests and motivations, enabling them to make well-informed decisions about their future paths. The authors view early professional identity determination as an internal process in which students independently make consecutive decisions about their professional future by weighing their inner abilities against the demands of their chosen profession. In order to promote early professional identity determination, timely engagement in core activities related to professional development is essential.