Abstract
The study substantiated the relevance of researching the professional motivation of future agrobiologists in the context of contemporary environmental, economic, and social challenges, which significantly influence the quality of specialist training in the agricultural sector. This article aimed to examine the pedagogical factors affecting the development of professional motivation among agrobiology students to enhance their professional training. To achieve this aim, causal analysis and surveys were employed, ensuring a comprehensive approach to studying the issue. The findings indicated that professional motivation is a complex socio-psychological construct that determines the quality of professional development among future specialists. Key factors influencing students’ motivational sphere were identified, including an awareness of the significance of their chosen profession, the organisation of educational and cognitive activities, engagement in practical work, the creation of a positive learning environment, and lecturer support. The study established that both internal and external factors significantly influence the formation of motivation. Internal factors include students’ awareness of the significance of their chosen profession, interest in the field of study, and aspiration for professional development. External factors encompass the organisation of the educational process, the creation of a positive learning environment within the institution, engagement in practical activities, and lecturer support. The study analysed the characteristics of fostering sustained motivation for professional training, which facilitates the development of students’ personal potential and enhances independence, creativity, and self-improvement skills. Such motivation increases their readiness to tackle complex professional challenges, improves the efficiency of the educational process, and contributes to the advancement of agricultural education as a whole. The practical significance of the study’s findings lies in their potential application within the educational programmes of higher agricultural institutions and their use in developing pedagogical models aimed at fostering motivation for professional activity