Pedagogical technologies to support professional longevity

Abstract

In the context of demographic aging, lengthening of working life and increasing psychophysiological stress, the problem of professional longevity is gaining the status of a priority area of research and practice in the field of education and socially significant professions. Modern works emphasize the influence of a complex of factors – the state of professional health, value-semantic regulation of activities, the quality of the organizational environment, self – regulation resources and continuing education – on the sustainability of professional careers and the prevention of premature burnout and retirement from the profession. The purpose of the article is to develop a conceptual model of pedagogical technologies for professional longevity and identify key areas of their implementation based on the analysis of domestic and foreign studies of professional longevity, occupational health, and psychological and pedagogical work support. It is proved that pedagogical technologies for professional longevity support represent an integral system of psychological, pedagogical, organizational, educational and health-saving practices aimed at maintaining professional health, developing self-regulation resources, actualizing the value and semantic foundations of work and ensuring continuous professional development throughout the career life cycle.