The temporality of students’ professional self-determination in Russia and Belarus

Introduction . The massification of education, coupled with the rapid transformation of the labor market, highlights the importance of professional self-determination and the development of pathways for students’ professional growth. Aim . The present research aims to analyse the subjective assessments of students from Russia and Belarus concerning the key characteristics of the temporality of their professional self-determination. Methodology and research methods . Students’ professional self-determination is viewed as a temporal process, encompassing a time perspective that ranges from selecting a university and field of study (reflecting on the past) to planning their future professional trajectory after graduation (looking toward the future). This article is based on data collected from a survey of 3,000 third-year students from Russia (Ekaterinburg) and Belarus (Grodno). The sample was stratified by gender and educational profile. Results . The proportion of young people who are satisfied with their professions is high, at approximately 90%. However, only about one-third of students engage in professional goal setting. This suggests that, despite having made random choices regarding their professions in the past and currently perceiving them as satisfying, students tend to think situationally. They often fail to construct a long-term professional trajectory for the future, limiting their planning to actions that occur only after graduation. Notably, nearly half of the students from Russia (47%) and more than two-thirds from the Republic of Belarus (71%) are willing to retrain and learn a new profession if necessary. While there are similarities in the structures of labour values and the motives for job satisfaction among Russian and Belarusian students, their perceptions of the future differ due to varying mechanisms for entering the labour market. Scientific novelty . The scientific novelty of this research lies in the development and implementation of a novel approach, created by the authors, to examine key aspects of the temporality of students’ professional self-determination. An analysis of data from a sociological survey conducted among students in two countries reveals the connections between the past, present, and future that emerge in the consciousness of youth regarding their professional development. Additionally, the factors influencing this process are identified. Practical significance . The results of the study can be utilised by university management to facilitate students’ conscious professional goal setting, which serves as a crucial component in the process of professional self-determination