Ability as a system-forming factor of students’ professional self-determination: a conceptual analysis of related concepts

Abstract

Introduction. In the context of the rapid transformation of the labor market, the emergence of new professions, and the growing need of society for qualified specialists, the problem of professional self-determination of high school students is of particular importance. Despite a significant amount of research in this area, there is currently no unified conceptual approach to organizing career guidance, which is due to the dy­namic nature of socio-economic conditions. Goal. The article studies the conceptualization of key concepts such as ‘competence,’ ‘readiness,’ and ‘ability’ in the context of students’ professional self-determination and identifying their hierarchical interdependence to develop an integrated peda­gogical system for forming high school students’ ability for professional self-determination. Materials and methods. The methodological basis of the study is formed by systematic, activity-based, and personality-oriented approaches. The methods of conceptual, comparative analysis, systematiza­tion, and generalization are applied. Results and discussion As a result of conceptual analysis, the essential differences between the categories under consideration have been revealed. Competence reflects the achieved level of professionalism and is the result of activity implementation; readiness is an intermediate state characterizing the subject’s preparedness to make a professional choice; ability is a fundamental personality trait determining the potential and possibilities of professional self-determination. The hierarchical interdependence of the concepts is established: the ability for profes­sional self-determination creates the necessary basis for forming readiness, which, in turn, ensures the development of competence in professional self-determination. Conclusion. The presented conceptualization makes it possible to create a theoretical basis for developing an effective pedagogi­cal system for forming high school students’ ability for professional self-determination. The priority of forming this ability is determined by its sys­tem-forming role in the process of professional personality development, dynamism of development, adaptability to changing conditions of the pro­fessional environment, and the possibility of transformation in the learning process.