The impact of practice-oriented research activities on students’ professional self-determination

Introduction. Today, a practice-oriented approach plays a crucial role in the training of students. Its defining characteristics often contradict the conditions under which the continuous process of professional self-determination occurs. Resolving this contradiction through the study and implementation of the potential of practice-oriented research activities in shaping students’ professional self-determination is an urgent issue.

Aim. The present research aims to identify and demonstrate the connection between the positive dynamics of students’ professional self-determination and their engagement in practice-oriented research activities.

Methodology and research methods. This research is methodologically grounded in a system-activity approach, as well as contextual and research methodologies. These frameworks inform the stages and content of practice-oriented research activities undertaken by participants in the university educational process. A specialised questionnaire has been developed to assess the components of professional self-determination among students. To identify statistically significant differences in the diagnosed components within the experimental group before and after the search and transformation experiment, the G-criterion of signs was employed. Additionally, the Student’s t-test was utilised to compare the changes observed in the experimental group with those in the control group.

Results and scientific novelty. The pedagogical potential of practice-oriented research activities in fostering students’ professional self-determination is explored. This includes enhancing awareness and subjectivity regarding professional choices, promoting cognitive activity and independence, and developing the cognitive processes essential for these outcomes. Additionally, it addresses the need to bridge the gap between theoretical knowledge and its practical application. Pedagogical conditions that facilitate an increase in students’ professional self-determination during practice-oriented research activities have been identified and experimentally tested. The positive correlation between the development of professional self-determination and the extent of student engagement in practice-oriented research activities at the university has been experimentally validated, demonstrating its effectiveness and productivity.

Practical significance. The developed methodological framework for implementing practice-oriented research tasks in the educational process can enhance the effectiveness of content delivery and improve the pedagogical support technologies for fostering professional self-determination among students in pedagogical training programmes.

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