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SELF-EDUCATION IN THE MECHANISMS OF PROFESSIONAL ADAPTATION OF STUDENTS OF MOSCOW UNIVERSITIES FOR THE HUMANITIES

Antonina Pinchuk (antonina.pinchuk27@bk.ru)a,

Svetlana Karepova (Svetlran@mail.ru)b,

Dmitry Tikhomirov (dat1983@yandex.ru)c

aInstitute of Socio-Political Research of FCTAS RAS, Plekhanov Russian University of Economics. Moscow, Russian Federation

bInstitute of Socio-Political Research of FCTAS RAS. Moscow, Russian Federation

cPlekhanov Russian University of Economics. Moscow, Russian Federation

Citation: Pinchuk A., Karepova S., Tikhomirov D. (2020) Samoobrazovaniye v mekhanizmakh professional'noy adaptatsii studentov moskovskikh gumanitarnykh vuzov [Self-education in the mechanisms of professional adaptation of students of Moscow universities for the humanities]. Zhurnal sotsiologii i sotsialnoy antropologii [The Journal of Sociology and Social Anthropology], 23(3): 78–99. https://doi.org/10.31119/jssa.2020.23.3.4 (in Russian) 

Abstract. The article is devoted to the issues of professional adaptation of students of the social and humanitarian profile of training in the conditions of increasing importance of digital competencies of modern specialists. Based on sociological theories, research approaches to the study of professional adaptation in the socio-cultural aspect are being developed. In the context of the interpretative theoretical direction, the activity aspect of adaptation is revealed and the theoretical and methodological foundations of the analysis of educational practices in the mechanisms of professional adaptation are explicated. Special attention is paid to self-education practices that contain significant potential for personal and professional development throughout an individual's life. The results of an empirical study carried out by the authors in Moscow universities for the humanities in 2019 are presented. Based on the obtained data shows the advantages of self-education in the perception of the interviewed students, studied the need for young people learning in the development of digital competences, analyzed the prevalence and characteristics of practices of self-education aimed at self-development of the digital component of professional training. Differences in the assessment of the importance of self-education as a professional competence and a method of professional adaptation in groups of respondents differentiated by the criterion of work experience are established. It is concluded that for students whose professional adaptation takes place exclusively at the University, self-education is an important characteristic of the competence profile of a sought-after specialist. However, in the sphere of personal initiatives, the adaptive resource of self-education is poorly updated in this group of respondents, which is mediated by a number of reasons, in particular, orientation to social responsibility of future employers, lack of free time and personal characteristics. On the contrary, those students who have acquired work experience are much more likely to demonstrate the reproduction of self-education practices in ways of professional adaptation. The article shows the need for further research of educational practices in the mechanisms of professional adaptation of the young generation of specialists who may face various difficulties in the labor market in the dynamically changing conditions of modern reality.

Keywords: educational practices, self-education practices, professional adaptation, ways of adaptation, digital competencies, students.

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