Psychological and Pedagogical Framework of Ukrainian University Students’ Career Self-Determination

A theoretical substantiation of the psychological and pedagogical foundations of career self-determination of higher education students in Ukraine is presented based on an analysis of contemporary international, Polish, and Ukrainian scholarly discourse. The methods of analysis, synthesis, comparison, systematization, generalization, and interpretation of scientific sources were employed. It is clarified that career self-determination of higher education students should be understood as a dynamic process involving the awareness, design, implementation, and adjustment of an individual educational and professional trajectory. The psychological foundations of this process are identified, including personal agency, motivational and value-based orientation, selfknowledge and reflection, professional identity, career self-efficacy, adaptability, and emotional self-regulation. The pedagogical foundations of career self-determination are outlined, including the understanding of the university as an environment for personal and professional development, the integration of career-related issues into the educational process, practice-oriented learning, reflective organization of educational experience, mentoring and counselling support, continuous career guidance, and the development of flexible competencies. It is demonstrated that the Ukrainian context significantly modifies the content and conditions of career self-determination due to the influence of martial law, labor market transformations, unequal access to career support resources, and the increased importance of psychological resilience and adaptability. The key psychological and pedagogical foundations of career self-determination of higher education students in Ukraine are summarized.