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It’s crucial to boost future educational psychologists’ readiness in project-based competencies, as current training often neglects psychological resources, highlighting the need for enhanced project support in Pedagogy and Psychology education. The paper aims to enhance understanding of psychologist professional development by specifying the concept of “readiness for professional activity design,” defined as the integration and interaction of personality structures and educational environment conditions. The study utilized systematic, structural, functional, and comparative analysis, expert assessments, questionnaires, socio-pedagogical modeling, pedagogical design, education quality diagnostics, and statistical methods for comprehensive research. The paper provides a theoretical and methodological analysis of future educational psychologists’ readiness to design professional activities in the context of a comprehensive study, including a survey of graduate students of the specialisation “Pedagogy and Psychology” of universities of the Republic of Kazakhstan, as well as an expert assessment that allows objectively assessing the psychological potential of psychologists-graduates, predict the features of their project work in the educational environment. It emphasizes the importance of the personal component in professional readiness and offers an expert assessment of training effectiveness for educational psychologists in designing activities within educational environments.
Akimkhanova et al. (Fri,) studied this question.