The value-semantic potential of a future engineer’s personality as the foundation for the ideological sovereignty of Russian education

Introduction . The need to safeguard the worldview sovereignty of Russian education necessitates identifying pedagogical foundations for a scholarly understanding of the value-semantic potential of the future engineer’s personality. Aim. The present study aims to develop methodologies, resources, and mechanisms to shape the value-semantic potential of the future engineer’s personality and to substantiate the decisive role of this phenomenon in ensuring the worldview sovereignty of Russian education. Methodology and research methods. Systemic, axiological, and sociocultural approaches were employed, within which the value-semantic potential is regarded as an internal resource of the personality that determines its capacity to define the goals, norms, and guidelines of educational and professional activity. In the experimental study, the following diagnostic instruments were used: Shalom Schwartz’s Portrait Values Questionnaire, Suzanne Maddi’s Hardiness Test, Raymond Cattell’s 16PF Personality Questionnaire, A. A. Seregina’s questionnaire “Level of Manifestation of Infantilism”, and E. F. Bazhin’s “Level of Subjective Control”, among others. A total of 170 students from Bauman Moscow State Technical University participated in the study on a voluntary basis. Statistical processing of the data was carried out using Fisher’s φ-criterion and Spearman’s rank correlation. Results. The specific characteristics of the mediation of the future engineer’s value-semantic potential by social factors (the educational process at a technical university) and individual (personal) factors were established empirically. The study identified (1) differences arising from students’ integration into the university’s educational environment depending on their year or level of study, and (2) the particularity of academic performance in Russian History as a pedagogical predictor of the value-semantic potential of the future engineer’s personality. Problematic questions were formulated that outline prospects for developing a phenomenology of the value-semantic potential of the future engineer’s personality and for diagnosing the worldview sovereignty of Russian education. Scientific novelty . The scientific novelty lies in the introduction of the concepts of the “value-semantic potential of personality” and “worldview sovereignty” into the field of higher education psychology. Practical significance. The practical significance of these findings is their potential application in updating educational programmes, particularly in goal setting, design, and the development of assessment procedures aimed at the systematic formation of the value-semantic potential of the future engineer’s personality.