The system of organising career guidance for pedagogical specialities of life sciences universities

The aim of the article was to develop models (systems) for organising career guidance work for pedagogical specialities at life sciences universities. The article presented information on the creation and verification of the effectiveness of a career guidance system for pedagogical specialities at agricultural and environmental universities, which was regarded as a holistic unity built on scientific and organisational foundations with structured components that were closely interrelated and interdependent, forming a corresponding functional integrity. It was established that the developed system had specific features, as it ensured the selection of applicants for pedagogical specialities at life sciences universities, whose task was to train specialists in bioeconomic professions of the “human-nature” type. It was emphasised that the model included target, methodological, content, operational, result-oriented, and controlcorrective components, which made it possible to achieve synergy between objectives, tasks, approaches, principles, content, pedagogical conditions, forms, methods, tools, and actions of the subjects involved (teachers, parents, career advisers from graduating departments, students, employers) within a structured, algorithmic collaboration. The model was based on systemic, competency-based, learner-centred, and axiological approaches and was implemented algorithmically with step-by-step application of forms, methods, techniques, tools, and activities in line with the component-based structure of personality. It was analysed that the implemented algorithm involved the use of verbal methods, methods for activating the need to choose a pedagogical profession at life sciences universities, testing of professional skills and abilities, and reflective methods for professional self-determination. The system included mechanisms for monitoring its effectiveness, which made it possible to track the dynamics of enrolment and indicators of promotional activity by educational process stakeholders. This demonstrated its effectiveness, as evidenced by the dynamics of submitted applications and actual enrolments from 2020 to 2024, despite objective complicating factors such as the COVID-19 pandemic, war, and significant youth migration abroad. It was noted that the effectiveness of the system for organising career guidance work for pedagogical specialities at life sciences universities depended on the provision of specific pedagogical conditions and adherence by career promotion agents to the corresponding methodological recommendations