Pedagogical Possibilities of Acmeology for the Direction and Preparation of Masters of the Third Renaissance Period for Scientific and Professional Activity

Abstract

The study explores the pedagogical potential of acmeology in preparing masters during the Third Renaissance period for scientific and professional activities, addressing the knowledge gap in applying acmeological principles to education. Using a qualitative research method, including literature analysis and case studies, the study identifies core acmeological indicators such as health awareness, physical and mental preparedness, and innovative competencies. Findings reveal that integrating acmeological methods enhances the professional qualifications and personal development of students, fostering their scientific and professional potential. The results highlight the necessity of incorporating acmeological approaches in higher education, with implications for designing effective pedagogical frameworks to nurture a competent and harmonious workforce.