Professional reliability as a key characteristic in the personality model of a modern specialist

The post-industrial and digital development of society is characterized by conditions of high variability, uncertainty and chaos. The entry of network technologies and resources into all spheres of life, the technologization of production and management processes create the prerequisites for the emergence of risks of a different nature in all types of professional activities and social relations. This situation complicates the requirements for a modern specialist, requiring them not only to have subject knowledge and professionally oriented competencies, but also to have developed abilities for the active and transformative development of new techniques and technological solutions, a predictive assessment of possible risks and personal responsibility for the consequences of their choice in non-standard situations. The entry of the digital component is changing the organizational and technological aspects in the field of vocational education, significantly expanding the boundaries of traditional forms of education. The new psychological and pedagogical conditions of the open educational space have an impact on the quality of the educational process and the results of professional training, producing the negative effects of informatization of the education sector and developing the problem of educational risks (vital, psychological, social). The inclusion of the concept of "professional reliability" in the categorical space of pedagogical science is due to its content, which determines the correspondence of the qualities of the subject of professional activity with rapidly changing conditions for the implementation of professional activity. Professional reliability is a key and integrative characteristic in the model of a digital specialist, the content and structural content of which is determined by the specifics and features of a particular professional activity. The structure of professional reliability of specialists in railway transport is represented by a set of motivational-value, activity-technological and reflexive components. Experimental work proved the effectiveness of the developed didactic system for the formation of professional reliability of specialists in railway transport.