Alexander Asmolov, a distinguished member of the Russian Academy of Education and head of the Department of Personality Psychology at Moscow State University, emphasizes a holistic approach to choosing a profession. He argues that future earnings should not be the sole driver of career decisions; personal growth, meaningful work, and long-term satisfaction deserve equal weight. This perspective aligns with contemporary views on career development, which stress the importance of aligning work with one’s evolving interests, strengths, and values. The takeaway is clear: students should explore how a chosen field can nurture skills, resilience, and a sense of purpose over time.
Asmolov highlights a guiding principle often summarized as “work for people, not people for work.” In practical terms, this means that the best educational pathways are those that enable graduates to contribute to communities, collaborate with others, and adapt to changing social needs. For high school graduates weighing university options, he suggests turning the focus outward—consider how a program will equip them to help others, solve real problems, and grow as individuals. The emphasis is on a student’s intrinsic interests and the potential to apply classroom learning to real-life situations, rather than chasing prestige or a narrow job title.
From his perspective, parental influence should be supportive rather than directive when it comes to higher education choices. He urges families to foster curiosity, encourage exploration of diverse disciplines, and respect a young person’s pace and preferences. When young people feel trusted to chart their own path, they are more likely to engage deeply with their studies and pursue opportunities that genuinely resonate with them. This approach helps reduce pressure and creates room for experimentation, internships, and interdisciplinary learning that can broaden career horizons.
In discussing the broader social context, Asmolov notes a historical trend he calls university centrism: the assumption that success hinges on entering a traditional degree program. He reminds readers that today’s job market values a wider array of competencies, including practical experience, critical thinking, and problem-solving across sectors. He also points to a shift in how educational systems view credentialing, with more emphasis on lifelong learning, micro-credentials, and credential-agnostic pathways. The idea is to cultivate a flexible mindset that allows individuals to pivot as industries evolve, while still pursuing rigorous academic work when it aligns with personal aims. In the coming years, the academic community is likely to reassess how many educational levels are necessary for various occupations, aiming to create clearer ladders that match actual workforce needs while supporting diverse routes to mastery. [citation]
Experts like Alexander Khvostov, who previously led efforts to connect education with the broader community, anticipate meaningful reforms in how degree levels and professional training are structured. The expectation is that universities, employers, and policymakers will collaborate to design more modular and competency-based pathways. Such changes would enable learners to accumulate relevant skills incrementally, validate them through assessments, and blend academic study with hands-on experience. The overarching goal is to empower individuals to pursue education that mirrors their interests, professional ambitions, and the demands of a rapidly changing economy. [citation]