Theoretical and methodological foundations for designing pre-vocational pedagogical training for schoolchildren within the regional education system

Introduction. Pre-vocational training is a crucial phase in the professional development of future teachers. To attract motivated candidates to the profession, a pedagogical university should serve as a centre for designing and coordinating pre-vocational training within the region. Aim. The present study aims to develop and validate the theoretical and methodological foundations for designing an effective system of pre-vocational pedagogical training in the region. This system is intended to address the challenges posed by contemporary staffing policies and to meet the needs of all participants in the educational process. Methodology and research methods. The study is based on the integration of systemic, axiological, and sociocultural approaches and was conducted in two stages. In the first stage (2021–2023), monitoring revealed the absence of pre-vocational education system designs at the level of the constituent entities of the Russian Federation that consider prospective staffing needs and include, among other elements, career guidance activities for schoolchildren at various educational levels. In the second stage (2024–2026), the data were synthesised and a comprehensive theoretical and methodological concept was developed. Theoretical methods (analysis of practices and regulatory documents, monitoring results, generalisation and systematisation of empirical data) and empirical methods (formative experiments, case studies, focus groups, questionnaire surveys, and interviews) were employed. Results and scientific novelty. The scientific novelty lies in identifying and substantiating the key concepts for designing pre-vocational training in the region: sociocultural conditioning, network partnerships, value-based self-determination, the anticipatory nature of training, the development of students’ reflective abilities, and the prospective planning of school staffing potential. A multi-level structure of subjects and design outcomes is also proposed. The theoretical foundation for the design is established by drawing on axiological, systemic, subject-oriented, reflective-activity, research, nomadological, and ecosystem approaches, as well as the design of educational experiences. Based on this foundation, fundamental principles for designing pre-vocational training are derived: redundancy and variability, participatory engagement, immersiveness, reflexivity, hybridity, predictability, and diagnosticity. Practical significance. The theoretical and methodological conclusions and principles presented can be directly utilised by regional education authorities, specialised universities, and the administrations of educational organisations to design and effectively implement systems of anticipatory pedagogical career guidance.

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