The role of cooperation between universities and enterprises in the formation of professional self-awareness of university students

The purpose of the study was to examine the relationship between university–enterprise cooperation and students’ professional identity, motivation and career adaptability in Kyrgyzstan and China. The study employed theoretical analysis, comparative analysis of university–enterprise cooperation models, and a pedagogical experiment involving 240 students from two educational institutions. Professional self-awareness was operationalised through three measurable components: vocational identity, professional motivation and career adaptability. The comparative analysis revealed differences between the flexible, project-oriented cooperation model in Kyrgyzstan and the more systematic, state-supported cooperation model in China, which integrates practical training, mentoring and long-term interaction with enterprises. The findings showed higher levels of professional identity, motivation and career adaptability among students participating in university–enterprise cooperation programmes than among those in the control groups. The results indicate that structured practical experience, internships and mentoring are associated with students’ professional development and readiness for future employment. The study highlights the importance of strengthening university–enterprise partnerships as part of higher education strategies aimed at improving students’ professional competencies and career development.