The article defines the content and structure of the concept of "value worldview of students of socio-economic professions at life sciences universities". It is noted that a worldview is a set of views, assessments, principles that generalize the understanding of the world and the place (purpose) of a man in it. For a worldview, it is fundamental to transform knowledge into beliefs, lifestyles, and norms of behavior. It ensures the fulfilment of the most important functions in human life and forms the basis of life. A worldview is a mechanism for transforming knowledge and feelings into beliefs that influence behavior. A number of methods were used, including analysis and synthesis of approaches (configuration and synergetic). The author interprets the value worldview of students of socio-economic professions at life sciences universities as a systematic set of ideas, assessments, attitudes that provide a holistic vision of the world around them, their place in it, their own life position and their corresponding actions. The structure of the worldview is outlined by: experience, on the basis of which the world perception is formed as the basis of the worldview; knowledge, on the basis of which the world understanding is formed; purpose; values (happiness, love, truth, virtue, beauty, freedom, etc.), which are the basis of beliefs, ideals of a person. The author grounds that the set of values determines the content and structure of the worldview. It includes: a system of axiological knowledge; value views and beliefs that determine the motives of students' behavior; value ideals that lead to the development of the individual as an active subject of society; criteria for value assessment of the world around them. The author emphasizes on the possibility of presenting the structure of the value worldview of students of socio-economic professions at life sciences universities as a set of objective (knowledge) and subjective (beliefs, ideals) elements, where each of them has a very specific functional purpose. Attention is drawn to the dependence of students' value worldview by the combination of intellectual and mental components with sensory and emotional ones. Therefore, it contains an incentive to act, which makes it convincing. It is manifested at the following levels of perfection (maturity) –the world perception, world awareness, world understanding. The author sees the prospect of further scientific research in generalizing the national and foreign experience of forming the value worldview of students of socio-economic professions at life sciences universities, defining the methodological foundations of this process
students' value worldview; students of socio-economic professions at life sciences universities, world perception, world awareness, world understanding, values, structure of value worldview
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