TECHNOLOGY OF USING INTERACTIVE METHODS IN FORMING STUDENTS' INTEREST IN PROFESSIONS

Abstract

The article examines the technology of using interactive methods in forming students' interest in professions. The problem is analyzed from a theoretical and methodological perspective, as traditional forms of vocational guidance, such as lectures and conversations, often fail to generate sustainable internal motivation in modern students. The effectiveness of vocational preparation depends on how actively students are involved in simulating professional activities. The purpose of the article is to develop a technology for the step-by-step application of interactive methods that contributes to the conscious professional self-determination of students. The research is based on the analysis of studies on vocational pedagogy, interactive learning, and career counseling psychology. The article clarifies the specifics of using interactive methods (role-playing games, case studies, projects) in the context of career guidance. It proposes a structural model consisting of diagnostic, interactive-simulative, and reflexive-creative stages. The main result is a technological algorithm that allows the teacher to transform abstract knowledge about professions into practical experience. The study argues that professional interest is formed most effectively when students have the opportunity to "try on" professional roles through interactive interaction.