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DEVELOPING PROFESSIONAL IDENTITY: THE MECHANISMS AND EFFECTS OF PARTICIPATION IN THE “I AM A PROFESSIONAL” OLYMPIAD

Theory and Practice of Professional Training , UDC: 373 DOI: 10.24412/2076-9121-2026-2-136-153

Authors

  • Fedorovskaya Maria N.
  • Chicherina Olga V.
  • Alekseeva Anna S.

Annotation

In the context of transformation of the labor market and the educational paradigms, professional competitions acquire the qualities of social institutions which play an important part in the early professional development of young people. Using the example of the All-Russian Olympiad “I Am a Professional” and the data obtained by Moscow City University (MСU), the article examines the influence of such competitions on the development of students’ career trajectories. A comprehensive analysis of the participation statistics (seasons 4–8, 2020–2025), the trajectories of multiple-time participation in the competitions, and the interviews with the winners showed that the Olympiad serves as a key element of pre-career, contributing to career guidance, development of professional identity, and accumulation of network capital. The results revealed a steady positive trend in the engagement and performance of MСU students, and contributed to creating a comprehensive model of winner development that integrates academic success with project-based and social activity. According to the results of the study, the Olympiad can be considered not as a one-time examination, but as a platform for gradual development of a career, which has practical significance for improving the talent support system at universities and developing career-oriented educational programs.
Tags:
“I Am a Professional” Olympiad , career trajectories , early professional development , pedagogical education , professional competitions , professional identity

How to link insert

Fedorovskaya, M. N., Chicherina, O. V. & Alekseeva, A. S. (2026). DEVELOPING PROFESSIONAL IDENTITY: THE MECHANISMS AND EFFECTS OF PARTICIPATION IN THE “I AM A PROFESSIONAL” OLYMPIAD Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 20 (2), 136. https://doi.org/10.24412/2076-9121-2026-2-136-153
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