Keyword: «acquired disability»

The problem of psychological and pedagogical support for professional self-determination, professionalization, or re-professionalization of individuals with disabilities acquired in adulthood has not been sufficiently studied. In fact, we are talking about the first attempts at scientific reflection on a set of issues caused by the growing number of people of working age who are unable to perform work duties in their chosen profession due to loss of health. Increasing the volume, deepening the search area, and developing the tools of scientific research in the designated area, due to the acute nature of its subject matter, acquires theoretical and pronounced practical relevance. The aim of the study is to substantiate promising areas of knowledge-intensive developments in the field of psychological and pedagogical support for the professional self-determination of individuals with acquired disabilities in the context of an exacerbation of economic and socio-demographic challenges to modern Russian society. The study was conducted within the framework of theoretical understanding of the problem using relevant theoretical scientific methods, including the development of the subject area of scientific knowledge. The study utilizes environmental and phenomenological approaches as leading methodological vectors. Theoretical sources for analysis were selected from leading scientometric databases and search systems for scientific publications, with a sample depth of five years. Key research results. Based on the findings regarding the insufficient application of the interdisciplinarity principle in the subject area, the inadequate quality of research focusing on describing the psychoemotional sphere of students, and the incomplete correspondence of the available scientific tools with the breadth and depth of the issues, the authors propose specific areas of promising research that are in high demand by science and practice. The theoretical significance of the study lies in the obtained results of differentiating existing approaches to studying the problems of professional self-determination of individuals with acquired disabilities and identifying knowledge gaps in the reference subject area of professional pedagogy. The practical significance of the study lies in the possibility of using the results of the scientific review and synthesized research areas in developing research plans and expanding the subject field of the content of the specialized disciplines for graduate and postgraduate studies in psychological and pedagogical fields.