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.

Keywords: subjectivity, involvement, adult, university, educational process, additional education, educational psychology, philosophy, autonomy, resistance

Abstract: The subject of the research is the factors determining the success of a career in information-oriented professions. The main focus is on analyzing the impact of professional experience, age, gender, level of education, as well as psychological variables (tolerance to uncertainty, job satisfaction, reflexivity, etc.). The purpose of the work is to identify the relationships between these factors and to determine the role of individual and organizational conditions in shaping career success. The research was based on : the theory of professional orientation of personality (N.E. Rubtsova), the theory of tolerance to uncertainty (S. Badner) and the model of development of reflexivity (A.V. Karpov), as well as the step model of professional growth (H. Dreyfus), systematization of the stages of professional development, developed by E.A. Klimov, Yu.P. Povarenkov and N.S. Pryazhnikov, analysis of the structural and functional aspects of information activities, presented by S.L. Lenkov and A.A. Karpov. The following methods were used: INL-2 (N. E. Rubtsova), JSS (Cammann, Fichman, Jenkins, & Klesh), IAS (T. V. Kornilova, M. A. Chumakova), measurement of reflexivity (A.V. Karpov), as well as empirical methods (questionnaires, correlation and comparative analyses). The results indicate that career success is determined by a combination of objective characteristics (experience, educational level) and subjective indicators (job satisfaction, tendency to reflection), employees with higher experience demonstrating strategic planning and professional maturity, while young professionals are flexible and satisfied with interpersonal interaction. The scope of the data obtained covers the field of human resource management and professional consulting. The identified relationships can be used to develop individual career support programs, increase adaptability to uncertainty, and effectively plan staff development in information-oriented organizations. The conclusions drawn emphasize the complex nature of career success, which requires taking into account both professional experience and educational level, as well as personal qualities and psychological readiness for change. The practical value of the conducted research lies in the possibility of optimizing HR strategies aimed at increasing motivation, building competencies and creating conditions for the long-term career development of specialists in information-oriented professions such as data analysts, web programmers, data architects, etc.

Keywords: internet technologies, professional experience, tolerance to uncertainty, reflexivity, information, professional activity, job satisfaction, information activity, information-oriented professions, career success