Galina A. Popelchuk

The relevance of the research is determined by the fundamental transformation of the labor market and educational paradigm, within which a graduate’s personal effectiveness becomes a system-forming factor of competitiveness rather than an optional supplement to professional competences. In the context of digitalization, hybrid employment, and boundaryless careers, the ability for self-organization, reflexive time management, and proactive positioning acquires critical importance. The issue gains particular significance for students of pedagogical universities in the re-integrated regions of the Russian Federation, where integration processes entail the restructuring of the institutional environment, value orientations, and professional standards, generating high uncertainty in career prospects. The aim of the article is to provide theoretical and methodological substantiation and selection of a set of measures for developing personal effectiveness in preservice teachers, integrating time management tools, self-organization skills, and proactive positioning strategies in the labor market under integration conditions. The methodological basis comprises systemic, axiological, activity-based, environmental, and reflexive activity-oriented approaches. Results: key problem areas were identified – predominance of a short-term time perspective, difficulties with prioritization, procrastination, deficits in self-presentation and resume adaptation skills; digital planning tools were systematized and adapted for pedagogical education (Yandex Calendar, WEEEK, LeaderTask, as well as applications for individuals with disabilities: Structured, Choiceworks); a training program for short self-presentation (“elevator pitch”) was developed for three contexts – job interview, social project presentation, and professional networking; principles for crafting a competitive resume compliant with applicant tracking systems were substantiated; the role of professional networks and digital footprint integration into a unified self-presentation strategy was defined. The theoretical significance lies in a holistic substantiation of personal effectiveness as an integrative construct combining temporal, reflexive, digital, and career components tailored to the specificity of re-integrated regions. The practical significance is determined by the direct applicability of the developed tools in the educational process of pedagogical universities, including recommendations for teachers, tutors, and career centers.

The relevance of the study is determined by the need to develop effective mechanisms for professional self-realization of students with disabilities at pedagogical universities of the re-united regions of the Russian Federation, where integration processes are accompanied by a high degree of uncertainty, transformation of value-normative guiding lines and a deficit of adapted career tools. The aim of the article is to provide theoretical substantiation, development and empirical verification of a structural-functional model for constructing the life perspective of students with disabilities, integrating resource-based, environmental and personal activity-oriented approaches. The methodological framework comprises systemic, axiological, activity-based, environmental and reflexive activity-oriented approaches, as well as a set of theoretical (analysis, systematization) and empirical (questionnaires, reflective interviews, case method) methods. The results of the study include: identification of four groups of barriers (sociocultural, psychological, informational, economic) and resource factors (adaptability, reflexivity, social responsibility); analysis of institutional opportunities (quota system, «Work in Russia» portal, Abilympics movement, Perspektiva Regional Public Organization for Disabled People programs, assistive technologies); development of a cyclic model comprising analyzing, goal-setting, content-technological (six modules: personality cartography, future constructor, opportunity navigator, personal effectiveness, special route, workshop) and reflexive-evaluative stages-blocks. The conclusion provides practical recommendations for implementing the model into the educational process of pedagogical universities at the re-united regions for administration, teaching staff, psychological and pedagogical services, and students. Prospects for further research are related to the digital transformation of the model, longitudinal tracking of graduates’ professional trajectories, and adaptation of the model for various nosological groups.