Intention and interactivity in the development of students' Professional identity

The purpose of this article is to analyze the essential connections of intention, interactive and meaning-creating educational technologies in the development of students' professional identity. Substantiating the relevance of the issue, a comparative analysis of different scientific positions in characterizing the concepts of intention, interactivity, professional identity and meaning-creating learning was carried out. To solve the problem, the article proposes technologies for stimulating and supporting intentions and identity in the development of students' professional competencies. A practical solution to the problem was carried out in the aspect of developing the skills of structuring knowledge, developing and implementing interactive and meaning-creating educational technologies. As a result of the study, it was revealed that meaning-creating technologies provide interactivity of students in an interactive learning environment, intention provides the cognitive process with its focus and energy resources, and identity orients students towards the prospect of their self-realization. The practical significance of the research results lies in the fact that the proposed methodology allows each student to be tested in each academic lesson in several competencies.