Professional upbringing of students in the context of the transformation of functions and competencies of higher education

this article examines the theoretical foundations of professional upbringing of students within the framework of the third mission of Russian universities. Based on an analysis of normative acts (FSES HE 3++, Federal Law No. 304-FZ dated July 31, 2020, and the Concept for the Development of Mentoring in the Russian Federation through 2030), data from higher-education trends monitoring, and expert surveys, the study identifies a clear shift in the functional and competency profile of Russian HEIs. Between 2024 and 2025, civic-patriotic initiatives became institutionalized, volunteering emerged as a significant source of social capital, and multi-tiered mentoring frameworks proliferated. A comparative analysis of domestic and international third-mission practices reveals the regulatory depth and programmatic complexity of Russian approaches alongside active adaptation of service-learning and mentoring models. The article outlines key pedagogical conditions for professional upbringing – integrating civic tasks into curricula, expanding volunteering and mentoring programs, fostering supportive educational environments (including library-based services), and strengthening university–municipal partnerships. Finally, it proposes a four-contour model (strategic, organizational, methodological, and diagnostic) to ensure a coherent, systematic approach to professional upbringing.

professional upbringing, third mission of the university, higher education, universal competencies, mentoring, service learning, university library