Starshinova T.A., Kurochkin A.O.
REALIZATION OF INDIVIDUAL EDUCATIONAL TRAJECTORY AS A FACTOR OF PROFESSIONAL SELF-DETERMINATION OF STUDENTS IN THE SYSTEM OF ADDITIONAL EDUCATION ^{[№ 3 ' 2023]}
Successful professional self-determination of students is of high importance, because it allows young people to reveal the scope of their professional interests, needs and values, which in the future gives more opportunities for self-realization and achieving greater satisfaction with their lives. Organizations of additional education have a great potential for designing and implementing individual educational trajectories of students in order to ensure their successful professional self-determination and further choice of ways to obtain professional education. The article reveals some aspects of modeling the technology of implementing individual educational trajectories on the basis of an interactive scientific and technical center focused on improving the efficiency of the process of professional self-determination of high school students and students. In relation to the system of additional education, an individual educational trajectory is an individual learning path that is developed for each student taking into account his needs, abilities, interests and goals. The construction and implementation of an individual educational trajectory is the main way to individualize the educational process, which allows you to receive an education directed on achieving the goals of professional development and comprehensive self-realization of the individual. The model of technology for constructing and implementing an individual educational trajectory in an interactive scientific and technical center developed within the framework of the study is a block-modular system consisting of four blocks: diagnostic, strategic, technological and procedural. The results of a survey conducted among high school students enrolled in the programs of the interactive science and technology center suggest that this technology has a positive impact on the professional self-determination of students.

Starshinova T.A.
MULTILEVEL INTEGRATION: PROCESSES IN ENGINEERING EDUCATION ^{[№ 4 ' 2022]}
Engineering education is currently facing unprecedented challenges related both to the global trends of increasing interdisciplinarity of engineering and technical knowledge, and to the emerging economic situation that requires building new multidimensional relationships. Responses to these challenges require a systematic approach, the central link of which is pedagogical integration. It allows you to form engineering personnel in demand by the employer who have knowledge and skills in various, sometimes not even related fields and the ability to work in an interdisciplinary team.
In modern conditions, we are witnessing the phenomenon of increasing the spread of such integration, which should be understood in the broadest sense, at several levels: from the global level of interaction between education, science, business, production (an example of which are advanced engineering schools), to the elementary level of interdisciplinary relations. One of the essential factors that, as our research has shown, can both contribute to and hinder the implementation of the integrative approach in practice is the understanding of its necessity on the part of the subjects of the educational process.
The results of a survey conducted among students, postgraduates and teachers (mainly engineering universities) showed that not all of them are aware of the existence of interdisciplinary links, especially between humanities and technical, special disciplines. Many students do not pay enough attention even to the fact that knowledge and skills from several related, special fields of knowledge are required to perform any laboratory work.
In this regard, we believe that special attention should be paid to this aspect both when teaching students, postgraduates, and when implementing teacher training programs. This will make it possible to more effectively form professional competence as a systemic neoplasm.

Starshinova E.I.
MODEL OF PROFESSIONAL MOBILITY FORMING OF FUTURE ECONOMIST AT STUDYING OF FOREIGN LANGUAGE AT INSTITUTE OF HIGHER EDUCATION ^{[№ 2 ' 2011]}
The aim of this article is to define the structure and contents of the model of the future economist professional mobility formation within high school foreign language studies. The model is built on the basis of interdependence, system complementarity and integrity of its components. The article provides the analysis and study of components, conditions, criteria, indicators, levels, methods and means of the future professional mobility formation within foreign language studies.

^{[№ 11 (app.1) ' 2005]}

^{[№ 11 (app.1) ' 2005]}