Keyword: «educational risks»

The problem of student development as a subject is quite traditional for the psychological and pedagogical research of higher education. The theoretical foundations for the study of student activities were laid in the works of domestic and foreign scientists S.L. Rubinstein, B.G. Ananyeva, E.F. Seeer, D. Super, J. Holland and others. Psychologists and educators have studied the formation of a student as a person in the process of education in higher educational institutions. As a result, the authors identified the consequences that may arise in case of an unjustified and accidental choice by a student of the direction of training at a university and negatively affect his/her professional self-determination. Therefore, the purpose of our study is to consider the theoretical and analytical aspects of the formation of the professional orientation of students in the context of educational risks arising in the learning process. The scientific relevance is due to the lack of researches on this issue, groundlessness of psychological and pedagogical conditions that increase the effectiveness of the formation of students’ professional orientation, the lack of development mechanism for assigning values to the chosen profession in the educational process of the university. In this regard, the article discusses the issue of educational risks that can inhibit the formation of professional orientation of students, which leads to low cognitive and social motivation. As a result, the future specialist has a weak professional orientation, which leads to a lack of interest in mastering the profession he/she acquires. Thus, at the initial stage of our research, a questionnaire was conducted among students in the area of training "Chemistry" (direction "Medical and Pharmaceutical Chemistry"), specialty "Pharmacy", allowing us to determine the educational risks and factors that influenced the choice of a university, specialty. The results obtained will help to determine the variability of methods, technologies, to make the process of forming a professional orientation in the field of pharmacy more flexible.

The requirements of modern education for each student to achieve high quality learning outcomes can only be met if special conditions are created for the child. This process is described in in research works devoted to the personification of education. The process of personification of modern school education involves creating conditions for students to choose and implement an individual educational trajectory in the context of non-linear education, taking into account his/her motives, interests, abilities, educational needs, as well as taking responsibility for the educational results obtained. The purpose of the article is to model the diagnosis of personification of the school educational environment in accordance with the structure of the environment, its parametric characteristics, strategies and scenarios of personification. The main approach of the study is the environmental approach as a methodological basis for designing the process of the school educational environment personification, focused on achieving modern quality of education in accordance with the individual educational request of the student. The authors of the article identify the relationships between the components of the education quality, components of the educational environment and strategies for personifying the educational environment of the school: strategies of events occurrence, self-realization, support. Based on this, an attempt was made to model the diagnostics of the personification of the school educational environment, including: assessment of the parametric characteristics of the educational environment of a school in accordance with the designated strategies; identification of student and parent satisfaction with respect to the components of the educational environment, analysis of fixed individual educational outcomes and achievements; study of options for staging the personification of the educational environment. In conclusion, the article considers the structure of the educational environment as a basis for identifying educational risks in the context of personification of school education. The theoretical implication of the study lies in the construction of a model for diagnosing the personification of school education in the context of the environmental approach. The combination of indicated diagnostic methods can be used in the practice of management activities of heads of educational organizations to assess the effectiveness of the process of personifying the school educational environment and designing its optimal scenario.