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Psychological-Educational Studies
2025. Vol. 17, no. 4, 232–243
doi:10.17759/psyedu.2025170414
ISSN: 2587-6139 (online)

Theoretical and methodological foundations of advanced professional education: essence, functions and conditions of implementation

 
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Abstract

Context and relevance. The relevance of the study is due to the acute contradiction between the need of high-tech industries for personnel with new-level competencies, capable of advanced technology development, and the conservatism and “catch-up” nature of the traditional system of vocational education. The need to transform vocational education in the context of changing technological paradigms requires scientific understanding of the essence and mechanisms for implementing its advanced function. Objective. Theoretical and methodological substantiation of the essence, functions and conditions of implementation of advanced vocational education as a system that forms transformative thinking and innovative and creative professionalism of participants in the educational process. Hypothesis. Formation of highly qualified labor resources with innovative and creative professionalism and productive (transformative) thinking is possible in the system of advanced vocational education when determining the essence, functions and conditions of its implementation. Methods and materials. The study is based on a system-dynamic approach that allows studying complex systems subject to change over time. The following methods were used: content analysis of scientific literature, theoretical analysis and synthesis, conceptualization, comparative analysis, methodological reflection. Results. The essence of advanced vocational education as a system aimed at forming transformative (productive) thinking of participants in the educational process is revealed. Its key function is defined – forming value attitudes and thinking that allows independently transforming fundamental knowledge into applied skills in the context of future changes. The principle of meaning-making as a pattern of development of advanced vocational education is substantiated and a model of innovative and creative professionalism as its target result is presented, including adaptability, creativity, proactivity, flexibility of knowledge, etc. Conclusions. Advanced professional education is conceptualized as an educational system, the essential characteristic of which is the formation of transformative thinking (synthesis of strategic, anticipatory, contextual, reflexive) based on the principle of meaningful activity. The pattern of development of advanced professional education is identified and substantiated, manifested in the need to apply the principle of meaningful activity for resource management, creation of an innovative environment and change in the thinking of educational subjects. A model of innovative and creative professionalism as an integral result of advanced professional education is developed and substantively disclosed, overcoming the limitations of traditional ideas about professionalism.

General Information

Keywords: proactive vocational education, transformative thinking, meaning-making activity, innovative and creative professionalism, anticipatory function of education

Journal rubric: Methodology and Technology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2025170414

Acknowledgements. The author expresses gratitude to the anonymous reviewers of the journal for a detailed analysis of the article, constructive comments, and useful recommendations.

Received 03.09.2025

Revised 28.11.2025

Accepted

Published

For citation: Golubovsky, V.N. (2025). Theoretical and methodological foundations of advanced professional education: essence, functions and conditions of implementation. Psychological-Educational Studies, 17(4), 232–243. (In Russ.). https://doi.org/10.17759/psyedu.2025170414

© Golubovsky V.N., 2025

License: CC BY-NC 4.0

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Information About the Authors

Valeriy N. Golubovsky, Candidate of Science (Education), associate professor, rector, Republican Institute of Professional Education, Minsk, Belarus, ORCID: https://orcid.org/0009-0004-4446-7080, e-mail: ripo@ripo.by

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study was reviewed and approved by the Ethics Committee of the Republican Institute of Professional Education (report no. 4, 2025/08/19).

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