Abstract: The problem of the development of subjectivity of adult students enrolled in additional education programs occupies an important place in psychological and pedagogical research. In the development of vocational training programs, the personality of the student is an integral factor that encourages additional education and meaningful involvement in educational activities. The success of building a student's personality in the vocational education system depends on its active subjectivity and autonomy. The relevance of research is due to the difficulties associated with the ambiguity of understanding this concept and its substantive elements in the psychology of education. A promising area of research is the clarification of the concepts of subjectivity, the possibility of its development in the educational process of higher professional education in the synthesis of an interdisciplinary matrix of psychological and pedagogical knowledge. Philosophy provides many prerequisites and perspectives for analyzing and understanding the subjective position of students. The concept of subjectivity in philosophy lays the foundation for understanding the use of the potential of philosophical knowledge in improving psychological and pedagogical approaches to the development of subjectivity and autonomy of adult learners. Each of the existing directions can contribute to understanding the role of an adult in the educational process of vocational education as an independent subject. The conducted research is aimed at enriching the educational discourse on the problem of adult learner subjectivity in the expanding contexts of additional learning by analyzing three trends in the evolution of subjectivity in Western philosophy: from Protagoras and the sophists to Descartes' metaphysics and the antimetaphysical form of philosophizing in postmodernism. The author puts forward the thesis that philosophy can be successfully integrated into modern additional adult education. At the same time, it is possible to use the potential of both academic and practical philosophy, as well as philosophy as the art of life. The expansion of scientific discourse on the problem of subjectivity in psychological research actualizes the theory, ontology, epistemology and epistemological independence, which are of primary importance for the self-determination of an adult, his values and meanings.

Abstract: Adults are a fast—growing group of students in the Russian higher education system. Socio-demographic status, morphological and personal characteristics, as well as the specifics of adult education create significant obstacles for many of them to successfully study in higher education. In the short term, universities will have to rethink their educational programs, evaluate resources and reorganize the educational process so as to help adult students overcome these obstacles and meet their educational needs. The successful participation of adults in additional and continuing education, the elimination of barriers to learning are the key tasks of a modern university. This study was conducted using a critical analysis of the literature on adult learning to answer three questions: 1) what factors and barriers affecting adult learning are highlighted by modern authors? 2) what motives are inherent in adult students? 3) how to overcome obstacles in adult learning? Based on the results of the study, a classification of barriers in adult learning has been developed. The main motives for obtaining higher education by adult students are highlighted. The conclusion is made about the need for flexible curricula and auxiliary resources that students can adapt to the requirements of their work and life. Based on the theory of self-determination, recommendations have been developed to increase the involvement of adult students in the educational process.