Professional Self-Determination Support for Students in the Digital Educational Space

• Published in: European journal of contemporary education Vol. 9; no. 3; pp. 603 - 620
• Main Authors: Soboleva, Elena V, Suvorova, Tatyana N, Zenkina, Svetlana V, Bocharov, Mikhail I
• Format: Journal Article
• Language: English
• Published: Academic Publishing House Researcher 01.09.2020
• Subjects: Artificial Intelligence; Career Development; Career Guidance; Foreign Countries; High School Students; Self Determination; Technology Uses in Education; Russia
• ISSN: 2304-9650; 2305-6746; 2305-6746
• DOI: 10.13187/ejced.2020.3.603

The problem that the study is aimed at is due to the need to change forms and methods of professional self-determination support for students in the digital society in order to prepare them for obtaining the specialization that is in demand and for the formation of the ability "to be able to learn" throughout the life. The purpose of the study is to theoretically justify and experimentally verify the effectiveness of the use of digital technologies for professional self-determination support for students in the modern educational space. The research methodology consists of the theoretical analysis of foreign and domestic approaches to career guidance, the comparison of digital resources for navigating professions of the future, the differential diagnostic questionnaire, additional questionnaires, methods of mathematical statistics, and the student self-assessment method. The pedagogical experiment was carried out in two directions: the qualitative assessment of changes in students' professional preferences and the analysis of the results of career guidance activities supported by digital technologies, regarding the development of personal qualities in demand. The results of the study. The necessity of taking into account the organization of career guidance activities in two directions is justified: informing students about the professions in demand, the needs and priorities of the digital society, as well as the formation of the competence of professional self-determination. The potential of digital technologies for each of the selected areas is described. The authors developed the virtual assistant model to implement the identified didactic possibilities. The system of work with the virtual assistant is presented for professional self-determination support for students and for building the personal development path. In conclusion the summary is given, confirming that the use of the virtual assistant in career guidance in the digital school will increase the effectiveness of preparing students for the conscious choice of the future profession in demand, the formation of cognitive abilities that form the basis of the ability "to be able to learn".