Value-activity model of professional self-determination in engineering classes: theoretical substantiation

Abstract

The purpose of the study is to provide a theoretical substantiation of the value-activity model of professional self-determination of students in engineering classes and to determine the guidelines for its subsequent diagnostics. Research methods and organization. Analysis of domestic and foreign literature, structural-functional analysis, pedagogical modeling, and comparative analysis of the results of surveys of first-year engineering university students on value priorities conducted in 2014 and 2021 were used, as well as secondary analysis of the indicators of a regional online survey of 10th-grade students of the Krasnodar Krai in 2025. Research results and conclusions. The concept of value-professional readiness for engineering choice was clarified; its value, motivational, cognitive, activity, and reflexive-identification components were identified. A five-stage model was developed, combining diagnostics, professional testing, interaction with the university, industrial context, and reflexive design of the educational trajectory. It was substantiated that the integration of school, technopark, engineering university, and enterprise acquires a pedagogical effect when the content of activities is coordinated, mentoring feedback is consistent, and the dynamics of the validity of professional choice are recorded.