Самообразование в механизмах профессиональной адаптации студентов московских гуманитарных вузов
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.
Abramova M.A. (2010) Obrazovanie kak faktor sociokul'turnoj adaptacii uchashhejsja molodezhi k uslovijam sovremennyh transformacij [Education as a factor of socio-cultural adaptation of students to the conditions of modern transformations]. Voprosy obrazovanija [Educational Studies], 3: 195–213 (in Russian).
Bezjuljova G.V. (2008) Psihologo-pedagogicheskoe soprovozhdenie professional'noj adaptacii uchashhihsja i studentov [Psychological and pedagogical support of professional adaptation of students]. Moscow: NOU VPO Moskovskij psihologo-social'nyj institut (in Russian).
Billett S. (2010) The Perils of Confusing Lifelong Learning with Lifelong Education. International Journal of Lifelong Education, 29(4): 410−413.
Bondarenko N.V. (2018) Nepreryvnoe obrazovanie vzroslogo naselenija v Rossii: vovlechennost', istochniki finansirovanija i osnovnye jeffekty ot uchastija [Continuing adult education in Russia: involvement, sources of funding, and main effects of participation]. Informacionnyj bjulleten' [Information Bulletin], 12. Moscow: Nacional'nyj issledovatel'skij universitet «Vysshaja shkola jekonomiki» (in Russian).
Erstad O. (2015) Educating the Digital Generation. Nordic Journal of Digital Literacy, 5: 56–71.
Fossen F., Sorgner A. (2019) Mapping the Future of Occupations: Transformative and Destructive Effects of New Digital Technologies on Jobs. Foresight and STI Governance, 13(2): 10–18.
Gadamer H.-G. (2001) Education is Self-Education. Journal of Philosophy of Education. 35(4): 529–538.
Gotlib A.S. (2000) Social'no-jekonomicheskaja adaptacija rossijan: opyt sochetanija kolichestvennoj i kachestvennoj metodologii v odnom otdel'no vzjatom issledovanii [Socio-economic adaptation of Russians: experience of combining quantitative and qualitative methodology in a single study]. Sociologija: metodologija, metody, matematicheskoe modelirovanie (4M) [Sociology: Methodology, Methods, Mathematical Modeling], 12: 5–24 (in Russian).
Kitchin R. (2017) Bol'shie dannye, novye jepistemologii i smena paradigm [Big Data, new epistemologies and paradigm shifts]. Sociologija: metodologija, metody, matematicheskoe modelirovanie (4M) [Sociology: Methodology, Methods, Mathematical Modeling], 44: 111–152. (in Russian).
Kljucharev G.A., Kofanova E.N. (2016) Samoobrazovanie kak adaptacionnyj resurs [Self-Education as adaptation resources]. In: Gorshkov M.K. (ed.) Rossija reformirujushhajasja: Ezhegodnik [Russia is being reformed: Yearbook]. Moscow: Novyj hronograf: 282–308 (in Russian).
Korel L.V. (2005) Sociologija adaptacij: Voprosy teorii, metodologii i metodiki [Sociology of adaptations: Questions of theory, methodology and methodology.]. Novosibirsk: Nauka (in Russian).
Kozyreva P.M. (2004) Processy adaptacii i jevoljucija social'nogo samochuvstvija rossijan na rubezhe XX-XXI vekov [Adaptation processes and evolution of social well-being of Russians at the turn of the XX-XXI centuries]. Moscow: Centr obshhechelovecheskih cennostej (in Russian).
Monteiro A., Leite C., Rocha C. (2019) Students' self-study time and its relationship with a lifelong learning profile. European Journal of Curriculum Studies, 5(1): 753–768.
Pinchuk A.N. (2019) Konstruirovanie social'noj real'nosti v tehnosocial'nom prostranstve: novye voprosy i idei [Constructing social reality in the techno-social space: new questions and ideas]. Znanie. Ponimanie. Umenie [Knowledge. Understanding. Skill], 1: 131–141 (in Russian).
Pohoata G., Mocanu M. (2015) Students’ Self-Education, Guidance and Counselling. Euromentor Journal, VI(3): 43–53.
Rossiya 2025: ot kadrov k talantam [Russia 2025: From Cadres to Talents] (2017) The Boston Consulting Group [https://www.bcg.com/ru-ru/perspectives/188095 ] [accessed: 28.03.20] (in Russian).
Sagitova R. (2014) Students’ Self-education: Learning to Learn Across the Lifespan. Procedia — Social and Behavioral Sciences, 152: 272–277.
Shala A. (2016) Formal and Non-Formal Education in the New Era. Action Researcher in Education, 7: 119–130.
Smirnov V.A. (2015) Novye kompetencii sociologa v epohu bol'shih dannyh [Sociologist`s new competences in the times of «big data»]. Monitoring obshhestvennogo mnenija [Monitoring of Public Opinion: Economic and Social Changes Journal], 2: 44–54 (in Russian).
Tezaurus sociologii: temat. slov.-sprav. [Thesaurus of sociology: a thematic dictionary] (2009). Ed. by Z.T. Toshchenko. Moscow: YUNITI-DANA (in Russian).
The Future of Jobs Report (2018) Centre for the New Economy and Society. World Economic Forum [https://www.weforum.org/reports/the-future-of-jobs-report-2018 ] (дата посещения: 28.03.20).
Tolstova J.N. (2015) Sociologija i komp'juternye tehnologii [Sociology and computer technology]. Sociologicheskie issledovanija [Sociological Research], 8: 3–13 (in Russian).