Результаты исследования показали, что для педагогов с низким уровнем личностно-профессионального развития характерны профессиональные деформации: эмоциональное выгорание, низкий уровень стрессоустойчивости и совладающего поведения. У большинства учащихся выявлены признаки маргинального сознания, прокрастинации, обусловленные сформированным синдромом выученной беспомощности, который транслируется учителями. Только педагог с высоким уровнем профессионального развития, ценностями гуманистического характера, отсутствием профессиональных деформаций способен создавать условия полисубъектного взаимодействия, в которых у учащихся не формируется личностная беспомощность. Разработанная технология преодоления барьеров личностного и профессионального развития доказала свою эффективность повышением уровня самосознания и интегральных личностных характеристик студентов, тем самым обеспечивая повышение уровня их личностно-профессионального развития.

The relevance is justified by the fact that the purpose of the study is to identify the level of productivity of subjects of education in the professional, educational and scientific environment of the university, the development and justification of the psychological and pedagogical foundations of productive activity of subjects of education has been achieved. The hypothesis is proved that the productive activity of the subjects of education will be effective if: the levels of productive interaction of the teacher with students are revealed, which represent the possibility of modeling the success of joint creative and self-creative activity on the basis of productivity in the educational environment. Sample: 3440 people, including 290 teachers of higher education and 3150 students of psychological and pedagogical, economic, information technology, service, technical, agricultural specialties, as well as specialties in physical culture and sports (18–60 years) for the period 2001–2022. Results: for all the studied indicators of interaction in the classroom, the average level of productivity was revealed. The exception are the two indicated indicators of productive interaction in the scientific environment of the university, developed at a low level of productivity. Therefore, the development of scientific schools in a professional environment is an important factor that ensures the productivity of interaction between subjects of education. Conclusions: Professional and educational indicators of teachers’ behavior culture and indicators of interaction of educational subjects in the classroom are developed and manifest themselves at an average level of productivity according to methods 1 and 2. According to method 3, it was found that two indicators of productive interaction in the scientific environment of the university are developed at a low level of productivity, and the remaining indicators are at an average level. Therefore, the development of scientific schools in a professional environment is an important factor that ensures the productivity of interaction between subjects of education.