Abstract: The object of this research is abbreviation as a way of creating terminological nominations of educational discourse. The subject of the study is the structural and semantic specificity of the terms–abbreviations used in the field of educational activity. In the first part of this article, the author characterizes the process of abbreviation, clarifies the content of the term "abbreviation", differentiating it from the concept of "abbreviation", after which such an area of discourse theory as educational discourse is touched upon. Having determined the spheres of influence and interaction of this type of discourse, the author of the article gives a structural and semantic classification of terms-abbreviations, after which, using various terminological and explanatory dictionaries, identifies abbreviated linguistic units of educational discourse. The second part of this study is devoted to the description of abbreviations in the field of education. Having divided the abbreviated nominations into six semantic groups, the author of the article describes them in accordance with the structural classification. The author of the article comes to the conclusion that the majority of abbreviations are acronyms (forty-five units out of the identified sixty abbreviated nominations). The scientific novelty of the research lies in the application of structural and semantic analysis to the abbreviated nominations of the field of education. But, having studied the terms-abbreviations in the context of the relationship between structure and semantics, the author of the article comes to the conclusion that only a small part of the abbreviations of educational activities are familiar to consumers of educational services, and therefore he believes that the broad abbreviation affecting the field of education does not justify itself.