FORMATION OF STUDENTS’ VALUE ORIENTATIONS DURING EXTRACURRICULAR ACTIVITIES

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-19

Purpose. The article is aimed at analyzing a complex of value orientations that are formed during extracurricular work with students, with the purpose of ensuring that the individual’s socio-professional potential corresponds to the demands of the modern labor market.

Methods. Within the framework of the research, the following methods were employed: analysis – in the course of examining scientific sources, theories, and conclusions that emphasize various value orientations; synthesis – to integrate existing theoretical provisions into a coherent structure of value orientations that may be formed in students through participation in extracurricular activities; generalization – to identify a set of value orientations necessary for students in the context of the modern labor market; comparative analysis – to investigate the impact of value orientations and extracurricular activities on academic and non-academic processes.

Results. The primary value orientations required for the contemporary socio-production environment, which may be formed through extracurricular work with students, have been identified as follows: academic integrity, responsibility, volunteering, civic engagement, adherence to democratic values/tolerance, and understanding and acceptance of the principles of diversity and inclusion.

The development of technical means for working with information has increased the relevance of academic integrity, making it possible to examine the functionality of this value orientation in light of current realities. It has been established that academic integrity contributes to the formation of students’ ability to work effectively with scientific sources while adhering to ethical standards, as well as to structure their personal time management. It has been determined that the value orientation of responsibility enhances students’ personal attitudes toward academic and professional tasks. The involvement of students in social initiatives that foster the development of professional skills or personal and spiritual qualities has highlighted the significance of volunteering. The research has shown that civic engagement provides students with opportunities to demonstrate their leadership and organizational potential, as well as to effect positive changes within social institutions. Contemporary societal demands have necessitated the analysis of orientations toward democratic values/tolerance (which ensure a full interpersonal interaction with representatives of diverse sociocultural groups) and diversity/inclusion (which guarantee equality among all participants in the socio-production process).

Conclusions. Value orientations that may be formed through extracurricular work with students should be grounded in the principle of comprehensive application, which will enable the structuring of future specialists’ training in order to ensure positive dynamics in their current academic preparation, as well as to achieve, in the long term, the required level of personal and professional competence that will secure competitiveness in the modern labor market within a heterogeneous society. The obtained results confirm the significance of the identified value orientations and the role of extracurricular activities in the preparatory process.