Conditions for developing subjective position in students of engineering training programme

Problem and purpose. In contemporary publications the issue of the urgency of developing young peoples' intellectual, spiritual and professional qualities is particularly stressed. The changes in the requirements to university students make the task of forming such individual characteristics as proactivity, competitiveness, ability to make decisions and work in quickly changing circumstances are quite topical. However, the urgency of these qualities development does not exclude the necessity of possessing fundamental knowledge. We find a confirmation to this in the demand put forward by employers, the state and the world community. All these factors make actual the problem of developing a university student's subjective position. Engineering training programme students are not an exception in this respect. In view of all this there appears a necessity to create special conditions that would allow students to develop their individual images of future after which they would aspire. These conditions would provide the basis for making this aspiration realistic in the process of studying at the University. The aim of the research is to give a theoretical and practical foundation for the hypothesis concerning the development of students' subjective platforms in the process of studying. The methodology of the research is based on the legal-normative documents for the sphere of higher education, international standards, scientific research by domestic and foreign scholars recognized by scientific community. The results. On the ground of theoretical guidelines the psychological structure of subjectivity as a personal quality of an individual, a hypothesis was formulated about the development of the subjective standpoint of a student in the conditions specially created for him or her in the process of education. The materials suggested contain theoretical substantiation of the problem. The characteristic features of students' subjective positions were singled out, the course of the subjective position development was described, diagnostic and formative procedures were worked out. The results of the research showed that the number of students obviously demonstrating the signs of the subjective standpoint development grew by 46%, thanks to the conditions specially introduced into the process of education. Conclusion. The authors conception suggested in the article for developing the subjective position in students can become the basis for further research and elaboration in other universities. The logic of the research performed presupposes including students in open environments within the framework of the in-class learning and extra-curricular activities. It also presupposes choosing independently the direction of projecting within the framework of the future professional activity.