Professional Competencies and Personal Potential of Students of Higher Education Institutions Subordinate to the Investigative Committee of the Russian Federation

Purpose. This article provides a theoretical justification and development of pedagogical conditions that ensure synergy between the development of students' personal potential and the formation of their professional competencies in educational organizations subordinate to the Investigative Committee of Russia. Achieving this goal involves solving the following tasks: clarifying the content of the concepts of “personal potential of an investigator” and “professional competencies” in the context of departmental education; analysis of the specifics of the educational environment of universities of the Russian Federation as a factor influencing personal development; identification of effective methods for integrating personal and professional development; identification of the main problems and prospects for improving the educational process. Methodology: the subject and object of the research determined its necessary methodological basis. The result of the research was achieved through the use of a wide range of general scientific methods, as well as formal legal, comparative legal and a number of others. Separately, the method of abstraction should be noted, which made it possible to focus attention on the peculiarities of the personal potential of students in educational organizations of the Investigative Committee. The methodological basis of the research is significantly supported by systematic, personal-activity and axiological approaches, as well as methods of theoretical analysis, synthesis and generalization of pedagogical experience of educational institutions of higher education of the Investigative Committee of Russia. Conclusions. The conducted research allows us to formulate a number of conclusions of theoretical and practical importance. The development of the personal potential of students of higher education institutions subordinate to the Investigative Committee of the Russian Federation is not a parallel or secondary process in relation to the formation of professional competencies. These processes represent two sides of the unified formation of a specialist capable of effectively solving complex professional tasks in modern conditions. The structure of the investigator's personal potential includes moral-axiological, emotional-volitional, and cognitive-reflexive components that must be purposefully developed in the educational environment of a departmental university. The specifics of the educational environment (routine, connection with practice, the collective nature of the service, the educational system) create the prerequisites for the integration of personal and professional development, however, it requires pedagogically verified management, which excludes the leveling of individuality. Effective pedagogical conditions that ensure the synergy of personal and professional development are: modeling situations of moral choice (case method), psychological support and personal growth training, developed mentoring and tutoring, physical training and cultural and leisure activities, involvement in research work. Overcoming the identified contradictions and implementing the proposed directions for improving the educational process will contribute to the training of a specialist with not only a high level of professional competence, but also a developed personal potential that allows him to adequately fulfill his official duty to protect the rights and legitimate interests of citizens. Scientific and practical relevance. The article discusses the problem of integrating the processes of personal potential development and the formation of professional competencies among students in departmental educational institutions of higher education of the Investigative Committee of the Russian Federation. The thesis is substantiated that the specifics of investigative activities place increased demands not only on cognitive abilities and the level of legal knowledge, but also on the moral and psychological qualities of the employee's personality. The article analyzes modern pedagogical approaches and educational environment conditions that promote the synthesis of personal growth and professionalization of future investigators. Special attention is paid to modeling situations of moral choice, psychological support and the institution of mentoring as factors ensuring the unity of personal and professional development. The ways of improving the educational process are proposed, taking into account the challenges of digitalization and the tasks of preventing professional deformation.