The question of the essence and structure of value orientations as well as their influence on the adaptive
possibilities of students is considered. It is determined that thanks to the value system there is a whole system
of relations between the person, society and the social group that this person belongs to. Values and value
orientations play an important role in the formation and development of the personality structure; they
influence the general approach to one’s own world, offer the content and focus of one’s social position.
Students, as a social group, have both common vital value orientations and special value orientations formed in
training, namely, professionally significant value orientations that characterize the human ability to put a value
on the activity that they are engaged in. In modern conditions, the value system should contribute to the
adaptive qualities of a person in which the personality is capable of being flexible, that is, to rebuild and adapt
to the environment, and at the same time maintain their own self. In addition, the value system constitutes the
basis for a system of attitudes towards work, professional self-determination, and an individual’s ability to take
into account the professional context that they are in and are quickly adapted to.
Since valuable relationships are at the heart of the value orientation, the process of adaptation to
permanent changes in the labor market should begin with the development of students’ value orientations
based on such an instrumental value as the value of permanent self-development, which manifests itself in
relevant activities including their ability to learn and retrain throughout life. The analysis made it possible to
argue that the formed vocational value orientations of students are one of the most important elements of
successful future adaptation to professional activities, since they stimulate their personal professional
development, activating the internal mechanisms of the personality (needs, interests, motives, patterns,
attitudes); play a strategic role in behavior and activity, determine the areas of professional activities; adjust
students’ activities with the help of assessments, orientations and patterns, ensuring the relationship of
personal and subject parties of an activity on the basis of personal orientation.