Historiography of the problem of developing a value-based attitude to the future profession in students in the virtual educational environment of the college

The purpose of this article is to theoretically analyze the problem of developing a value-based attitude to the future profession in students in the virtual educational environment of the college. The historiography of the stated problem is considered and three periods are distinguished. The study of which will allow us to more clearly present the current state of affairs. Knowing the level of development of science and society at a particular stage makes it possible to more fully illuminate the problem of nurturing a value-based attitude towards the future profession in students in the virtual educational environment of the college. Currently, the problem of developing highly qualified specialists is still relevant. In our opinion, the main way to solve it can be to increase the value-based attitude towards the future profession in students of secondary vocational institutions. Nurturing a value-based attitude towards the future profession allows optimizing professional training, filling it with personal meaning for each student. Such work can be carried out with the help of the electronic educational environment of the college, which has enormous potential for achieving educational results. The electronic educational environment is a virtual environment filled with specific content by teachers and students, which, moreover, requires constant development. When studying the features of using electronic educational environments, it should be noted that today it is possible to use virtual and augmented reality, as well as augmented virtuality, for teaching and educating students. The peculiarity of these technologies is that real-world objects are placed in a virtual, illusory environment, so for a participant or observer the boundary between reality and virtuality becomes blurred. Accordingly, the pedagogical community is given the opportunity to form knowledge, skills and practical experience first in a virtual educational environment and only then send students who have completed training in this format to enterprises of the real sector of the economy to realize their potential. We believe that these technologies make this method of training safe and economically advantageous.