The paper considers the problem of developing a lecturer’s readiness for innovative pedagogical activity. The authors determined its main components–axiological, neological, and praxeological ones and outline some specific features of their content in the context of digitalization of education. Motivational-and-axiological, cognitive and activity-based components have been distinguished in the structure of digital competence. The paper shows the role of readiness for innovative activities in the transprofessionalization of a modern lecturer. Digital competence is seen as one of the fundamental features of a transprofessional. The authors present study results of the level of digital competence development in lecturers of Russian State Agrarian University–Moscow Timiryazev Agricultural Academy. The study has shown that all the components of the digital competence of a lecturer were not sufficiently formed. To compensate for these shortcomings, advanced training was organized for university lecturers under the program "Electronic Information-and-Educational Environment of the University". Taking into account the results obtained, the authors have offered the main ways of improving the digital competence of lecturers: digital transformation of the educational environment in the university, improving the content of further professional education programs by including the development of the digital competence of lecturers as an invariant component, organizing further professional training programs in an electronic information-and-educational environment, and providing methodological and coaching support for the innovative activities of lecturers.

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The article discusses the process of promoting professional self-determination of schoolchildren using the methods of project and research training. The organization of career guidance work with schoolchildren at the university through the implementation of additional educational programs helps motivate talented and gifted youth to make a conscious choice of the trajectory of vocational education. Additional education is implemented primarily in order to meet the needs of schoolchildren in personal development and therefore is ineffective if it is carried out in accordance with traditional learning models. The authors substantiate the use of project and research methods of teaching during the implementation of additional educational programs for schoolchildren as a means of their development and self-development, formation of readiness for independent creative activity, awareness of the preferred sphere of future professional activity. The study of the effectiveness of the use of project and research training methods during the implementation of vocational guidance additional educational programs for schoolchildren was carried out on the basis of the Center for Technological Support of Education of the Department of Pedagogy and Psychology of Vocational Education of the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. As a result of the study, it is shown that the organization of design and research activities of schoolchildren contributes to their gaining experience in real design and survey work (in its individual elements) and the formation of appropriate practical skills.

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