Introduction. In the context of increasing requirements for the quality of engineering education and personnel training for the real sector of the economy, the problem of developing the readiness of technical university students for professional activity is becoming especially relevant. Despite the sufficiently extensive development of practice-oriented approaches to training highly qualified specialists, there remains a discrepancy between the focus of pedagogical science on preparing specialists with highly developed professional competencies and the need to design specific methods of pedagogical support for students at the stage of preparation for future professional activity.
Aim. To substantiate a set of conditions ensuring pedagogical support for the development of technical university students’ readiness for professional activity.
Methods. The study is based on consideration of a set of organizational and pedagogical conditions within the educational environment of a technical university that contribute to the development of future graduates’ professional potential. In accordance with the research objective, the results of surveys involving university students and employers of the Kemerovo Region – Kuzbass were analyzed. The study employed the following methods: theoretical methods (analysis and synthesis of scholarly works on the research problem), deductive methods (used to substantiate the structure of professional readiness of future technical university graduates), and prognostic methods (used to model a set of conditions facilitating the development of students’ readiness for professional activity).
Results. The study identified the key features of the educational environment of a technical university that influence the development of students’ readiness for professional activity. The main factors determining graduates’ professional orientations were established, including the need for support in professional self-determination, the necessity of interaction with employers, and the significance of the regional component in professional training. Based on the analysis of empirical data, the content of technical university students’ readiness for professional activity was clarified and presented through motivational, operational, and supra-professional contexts. A set of conditions for pedagogical support aimed at developing students’ professional readiness was substantiated.
Scientific novelty lies in identifying a set of conditions for pedagogical support that facilitate the development of future technical university graduates’ readiness for professional activity.
Practical significance. The results of the study can be used in university practices aimed at organizing pedagogical support for students preparing to enter the labour market.