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Introduction. This article addresses a key issue in training prospective specialists in the agricultural industry. Based on a review of scientific literature, it highlights the nuances of designing a pedagogical system for professional orientation of these specialists. Purpose. The article aims to explore the scientific aspects of developing a pedagogical system for the professional orientation of agricultural sector students in higher education institutions. Methods. The reliability and scientific validity of the research results is ensured by the theoretical-methodological and methodical justification of the research, the comprehensive use of methodological tools. Results. The article emphasizes criteria for evaluating the pedagogical process, including need-motivational, operational-activity, and “I-concept” criteria, and their specific indicators. Key components of the pedagogical system are discussed, such as professional information, counselling, and recommendations about future career prospects. The study also assesses students’ suitability for agricultural professions based on psychological, psychophysiological, and physical attributes, focusing on their stable personal state, worldview, needs, motivations, and goals related to land-based work. It identifies main criteria for students’ readiness to choose their profession and offers recommendations for developing a pedagogical system for future agrarian specialists. Conclusion. It is noted that the effectiveness of a pedagogical system for professional orientation of prospective specialists in the agricultural sector is enhanced when implemented from the first year, incorporating professional diagnosis, selection, and adaptation to support accurate and motivated career self-determination in higher education.
V. Kolesnyk (Fri,) studied this question.