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Scientific notes of P. F. Lesgaft University
Journals / Scientific notes of P. F. Lesgaft University / Issue 9, 2026 / Value-activity model of professional self-determination in engineering classes: theoretical substantiation
VAK Russia 5 UDC 37.048.4

VALUE-ACTIVITY MODEL OF PROFESSIONAL SELF-DETERMINATION IN ENGINEERING CLASSES: THEORETICAL SUBSTANTIATION Value-activity model of professional self-determination in engineering classes: theoretical substantiation

Published in Scientific notes of P. F. Lesgaft University · Issue 9, 2026 · Pages 157–164 · Rubric: Methodology and technology of vocational education
DOI: https://doi.org/10.5930/1994-4683-2026-9-157-164
Received: 21.07.2026 Accepted: 06.08.2026 Published: 21.09.2026
Authors
TA
Tatiana Shaposhnikova
ORCID SPIN
VI
Viktoriya Mukha
ORCID Scopus ResearcherID Scholar SPIN
OL
Ol'ga Gordienko
ORCID Scopus SPIN
VI
Viktoriya Vyazankova
ORCID Scopus SPIN
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.
KEYWORDS
engineering classes, professional self-determination, value-professional readiness, pedagogical integration, professional testing, mentoring, engineering education
Funding
The study is being conducted with the financial support of the Kuban Science Foundation (grant No. PPN-24.1/18) within the framework of the project "System of pedagogical integration of technical universities, engineering classes, school technoparks, and partner enterprises for the implementation of the Krasnodar Krai Ministry of Education and Science project 'Engineering Classes-2.0'".
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