The purpose of the study is to identify the pedagogical conditions for the development of risk management in educational design among university students who are future educators. Research methods and organization. Methods of observation, testing, surveying, expert evaluation, assessment of project work, and evaluation of case study solutions were employed. The developed pedagogical conditions were tested in the educational process for higher education programs in "Pedagogical Education" (bachelor's and master's degrees). The dynamics of changes in risk management criteria were recorded among undergraduate and graduate students studying pedagogical fields. Research results and conclusions. It has been revealed that the reliable development of risk management in the educational design of university students is possible under the implementation of a number of pedagogical conditions: the educational process is built on the basis of a developed risk management system, which includes four components – target, conceptual-content, structural-functional, and procedural-resultant; didactic units reflecting elements of the risk management system are integrated into all educational blocks of the educational programs and cover the entire period of study; each didactic unit is structured into three main parts – cognitive, practical, and control; consideration of factors related to the deferral of risks in educational projects in the educational process. The construction of the educational process, taking into account these pedagogical conditions, has led to statistically significant changes in the development of risk management among university students. The results of the experimental study suggest that the identified pedagogical conditions and their implementation contribute to the development of risk management in educational design among students.
Причинин et al. (Wed,) studied this question.