The university educational environment as a factor in the formation of a student’s professional identity

Introduction. Professional identity is a key factor in an individual’s professional development, enhancing the efficiency with which work duties are performed and contributing to the building of a successful career. The educational environment of universities is designed to facilitate the formation of both the cognitive (knowledge, skills, and understanding of the profession) and value-emotional (values, norms, and attitudes towards the profession) components of professional identity. Aim. The present study aims to examine the development of students’ professional identity – encompassing both its cognitive and value-emotional aspects – according to their year of study and the influential role of the university’s educational environment. Methodology and research methods. The research is based on systemic, structural-functional, situational, and axiological approaches. The methodology involved a questionnaire survey of students (n = 496) from metropolitan and regional universities. This study was of a pilot nature, with questionnaires distributed online. The respondent profile comprised undergraduate students (89.8%) and master’s students (10.2%), all of whom were full-time students. Results and scientific novelty. The results of this study revealed dysfunctions within the educational environment during the development of the cognitive and value-emotional components of young people’s professional identity. In particular, among senior students, there was a decline in the value-emotional perception of the profession of state and municipal employees, whereas first-year students were more inclined to embrace the ideology that values public service. The empirical data also indirectly indicate the functional weakness of the university educational environment, which is unable to fully compensate for the systemic devaluation of the status-role characteristics associated with service in government bodies. Master’s students demonstrated a higher level of professional identity, as well as greater confidence that the knowledge acquired at university aligns with the professional requirements for state and municipal employees. The study’s findings highlight the influence of work experience and motivation on the development of young people’s professional identity. Practical significance. The results obtained can be utilised by university administrators and educators to help shape students’ professional identities.

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