Abstract
This article examines the psychological role of microqualifications in shaping the professional self-development of master's students. Using self-determination theory and activity-based and student-centered approaches, it analyzes the psychological mechanisms by which microqualifications influence students' intrinsic motivation, professional self-efficacy, and professional identity. It describes the psychological structure of master's students' professional self-development, including value-based, cognitive, emotional-evaluative, and behavioral components. It also substantiates the pedagogical and psychological conditions for the effective use of microqualifications in master's education. Self-development is considered a very complex form of transformation of the inner world of a person. This means that a person knows himself, understands the essence of his being, identifies his personal and cognitive qualities and improves them during his life. Self-development is the impetus for professional self-development. After all, thanks to professional self-development, a person is formed who lives as a professionally qualified specialist, a creative person, an active member of society, contributing to its cultural and historical development. Today, the issue of professional self-development has different levels in terms of content. The issue of professional self-development is deeply rooted; it occupies a special placein the history of human interaction. After all, professional self-development is a factor that characterizes the formation of a person as an individual, as a valued member of society, as an author, an active creator of his own life.