The purpose of this article is to present and analyze the implementation of the role-based professional identity method in general secondary education, starting from grade 5. The study focuses on introducing a pedagogical approach in which each student selects a future profession and actively participates in the learning process through the lens of this chosen professional role. This method aims to enhance student motivation, personalize education, strengthen interdisciplinary integration, and promote early career orientation. The research methodology includes a pedagogical experiment conducted with students of middle school age, analysis of their academic engagement and behavioral dynamics, and the evaluation of teacher observations and feedback. Particular attention is given to the structural components of the method: profession selection, visual role identification through badges, targeted questions from teachers based on the chosen profession, peer-to-peer teaching, expert-style presentations, and engagement in practical projects. The role of professional communities within the classroom and the involvement of real-life specialists are also analyzed. The main results of the study demonstrate a noticeable increase in students’ motivation to learn, improved class participation, and better comprehension of subject material through its application in real-world contexts. Students began to associate school subjects with future career paths, which led to more meaningful learning. The method also fostered responsibility, self-expression, and social interaction among learners. Nevertheless, the research highlights several implementation challenges, such as the need for teacher training, methodological support, and adaptation of curricula to include profession-based contexts. The article proposes recommendations for scaling the method: developing digital and visual tools, organizing professional interest groups, and integrating the approach into school development strategies. The scientific significance of the study lies in presenting an original and practical model of role-based professional development in schools. Its practical value is in enhancing the quality of education, supporting career guidance, and preparing students for real-life challenges from an early age.

У статті представлено результати впровадження методу рольової професійної ідентифікації учнів у шкільному навчальному процесі, починаючи з 5 класу. Проаналізовано освітні ефекти, що виникають внаслідок залучення школярів до активної участі в уроках через обрану професійну роль. Визначено основні етапи реалізації методу, його вплив на мотивацію, міжпредметну інтеграцію та формування ключових компетентностей. Обґрунтовано педагогічну цінність моделі «учень-професіонал» як засобу профорієнтації, персоналізації навчання та розвитку відповідальності. Запропоновано напрями подальшого удосконалення та поширення методу в закладах загальної середньої освіти.