Abstract: The problem of the development of subjectivity of adult students enrolled in additional education programs occupies an important place in psychological and pedagogical research. In the development of vocational training programs, the personality of the student is an integral factor that encourages additional education and meaningful involvement in educational activities. The success of building a student's personality in the vocational education system depends on its active subjectivity and autonomy. The relevance of research is due to the difficulties associated with the ambiguity of understanding this concept and its substantive elements in the psychology of education. A promising area of research is the clarification of the concepts of subjectivity, the possibility of its development in the educational process of higher professional education in the synthesis of an interdisciplinary matrix of psychological and pedagogical knowledge. Philosophy provides many prerequisites and perspectives for analyzing and understanding the subjective position of students. The concept of subjectivity in philosophy lays the foundation for understanding the use of the potential of philosophical knowledge in improving psychological and pedagogical approaches to the development of subjectivity and autonomy of adult learners. Each of the existing directions can contribute to understanding the role of an adult in the educational process of vocational education as an independent subject. The conducted research is aimed at enriching the educational discourse on the problem of adult learner subjectivity in the expanding contexts of additional learning by analyzing three trends in the evolution of subjectivity in Western philosophy: from Protagoras and the sophists to Descartes' metaphysics and the antimetaphysical form of philosophizing in postmodernism. The author puts forward the thesis that philosophy can be successfully integrated into modern additional adult education. At the same time, it is possible to use the potential of both academic and practical philosophy, as well as philosophy as the art of life. The expansion of scientific discourse on the problem of subjectivity in psychological research actualizes the theory, ontology, epistemology and epistemological independence, which are of primary importance for the self-determination of an adult, his values and meanings.

Abstract: The introduction and expansion of the use of e-learning systems (ELS) in the higher education system has made the educational resources of universities more accessible, interactive and effective for students. The growth in the number of users and the amount of data in the system leads to a number of technical and pedagogical problems. These include insufficient orientation to cognition and the lack of adequate pedagogical support for the needs of students. This leads to an increase in cognitive load and an increase in the dependence of learning success on the external motivation of students. The article presents some results of the study of the problem of developing a pedagogical model to expand the context of adult education in the higher education system, conducted by the author in 2021-2023. The purpose of the article is to substantiate the theoretical and practical aspects of the model in terms of design and development of the ELS structure. The author conducted a critical analysis of the literature on the problem of using ICT to improve e-learning services. Modern e-learning systems, elements of their architecture, and problems of use in order to improve e-learning are systematized. The role of cognitive schemas and knowledge maps in the design and development of ELS is analyzed. The requirements for ELS based on knowledge mapping and the main elements of its structure have been developed. Using the results of this study in the process of designing and developing ELS will reduce the cognitive load of students and the number of refusals from the course, as well as increase the level of satisfaction with e-learning.