Fostering Personal Growth and Professional Readiness of Non-Philology Students for Future Careers

Introduction. This article proposes functions of educational content based on the concept of professional formation, emphasizing components such as professional orientation, competence, psychophysiological traits, and professional mentality. Purpose. The goal is to define and justify the system of functions related to the development of students’ professional personalities, thinking, and speech. Methods. To establish this system, methodological approaches including systemic, synergistic, and general-philosophical principles were used, focusing on the unity of thinking, language, and speech,and considering students’ development as they enter the profession. Results. The study identifies several aspects within the content of education for personality development: intellectual (the formation of professional thinking and speech), motivational (levels of students interest in developing professional mentality and speech), subject-practical (acquisition of language knowledge for the specialty), normative (standardized knowledge and skills in professional speech) and executive (professional communication in various business situations, etc.). Conclusion. The functions of educational content, grounded in the concept of professional development of a specialist, are highlighted and proposed, including professional orientation, competence, psychophysiological properties, and professional mentality. Distributed basic, auxiliary and service functions determine professional training and development of professional thinking and speech in accordance with the requirements of modern society and the labour market. The study forms corresponding aspects – intellectual, motivational, subject-practical, normative and executive – determining the multi-component structure of the formation of a specialist’s personality.