The professional identity of a future music and fine arts professional is a key indicator of successful socialization, professional development, and readiness for independent creative and professional practice. It reflects the degree to which music and fine arts students internalize professional values, ethical principles, and responsibilities while developing confidence in their future roles as arts professionals. This article presents the results of a survey conducted among 340 first- to fourth-year students at K.Zhubanov University to examine the factors influencing the formation of professional identity during higher education in the arts. The findings demonstrate that several interconnected factors play a significant role in this process, including motivation for choosing an artistic profession, the intensity and quality of creative training, the effectiveness of mentoring relationships, academic engagement, and perceived stress levels. The results indicate that students with strong intrinsic motivation and regular interaction with experienced academic and artistic mentors demonstrate higher levels of professional identity. Furthermore, early immersion in creative learning environments, active participation in extracurricular creative and professional activities, scientific research, volunteer initiatives, and professional organizations contribute significantly to strengthening students’ sense of belonging to the arts profession. These findings emphasize the importance of creating supportive educational environments that integrate theoretical knowledge with practical creative experience and foster continuous professional growth throughout arts education. Such educational strategies can enhance the development of competent, confident, and ethically responsible future music and fine arts professionals.

ZAIMOGLU O.

PhD, professor, Ankara music and fine arts university, Ankara, Turkey.

Е-mail: omerzaimoglu@hotmail.com, https://orcid.org/0000-0002-9884-8397

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