Abstract. The article is devoted to the issue of developing the professional culture of future service
industry workers within the context of vocational and technical education institutions. Based on the analysis of
scientific literature on the topic, the essence of the concept of professional culture for service sector specialists
has been clarified, its main components–motivational, knowledge-based, and activity-related–have been
identified, and the key indicators of its development at various levels (low, medium, and high) have been
established. Drawing on current theoretical understandings of professional culture in the service sector, an
original program for the professional and cultural development of students in vocational and technical
education institutions has been designed and presented. This program, implemented through the study of
humanities subjects, aims to increase the proportion of cultural studies topics in the overall curriculum and to
foster a deep awareness of the cultural aspects of professional activity in the service sector through a system of
specially developed tasks. The results of the experimental evaluation of the program for developing the
professional culture of future service industry workers in vocational and technical institutions in the Lviv
region confirmed its effectiveness in enriching students’ professional and cultural experience. Specifically,
students in the experimental group, who studied according to the program, demonstrated a higher level of
motivation for professional and cultural self-improvement, greater knowledge of cultural and ethical norms of
professional behavior in the service sector, and stronger skills and attitudes for applying this knowledge in both
typical and non-standard professional situations, compared to the control group. Based on the results of the
experimental work, it is concluded that the broad implementation of this program for developing the
professional culture of future service industry specialists through the study of humanities subjects is both
feasible and advisable in the practice of vocational and technical schools.
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