Abstract
<jats:p>The aim of this article is to identify the specifics of pedagogical support for subjects based on the criterion of school location (urban vs. rural), using theoretical analysis and the systematization of scientific approaches to interpreting the essence of the phenomenon of graduates’ life strategies. Based on an analysis of works by Russian and foreign scholars, the conceptual field of the term “life strategy” is revealed. It is viewed as an active, conscious or unconscious line of behavior based on a system of values and goals, aimed at designing and constructing a life path. The article provides an overview of key classifications of life strategies, including typologies based on criteria of goal-rationality, value orientation, dynamism, and social activity (strategies of well-being, success, self-realization, as well as innovative, traditional, and adaptive strategies). Particular attention is paid to the specifics of life strategy formation during adolescence, as well as factors determining potential differences between rural and urban graduates, such as socio-environmental conditions, parental support, proximity to the adult world, and personal resources. A model of pedagogical support for the formation of a rural student’s life strategy is proposed, based on the author’s three-dimensional typology of life strategies, which constitutes the main result and scientific novelty of the work. The specifics of pedagogical support for subjects according to the “urban vs. rural school” criterion are expressed through a specific combination of three life strategy parameters: the “level of agency” (subjectness), “life meaning”, and “professional self-determination in one of the five fields (according to E. A. Klimov)”. It is the combination of these three components that determines the variant of pedagogical support.</jats:p>