Readiness to choose an individual educational trajectory (IET) is one of the key competencies of a modern student. Of particular importance for the development of adolescents' readiness to choose IET are educational relations that develop in the triad system of teachers-students-parents. However, the potential of educational relations in the development of readiness to choose IET is insufficiently studied and is not fully used in educational practice, which is explained by the complexity, multidimensionality, and variability of this phenomenon. Under the influence of digital technologies, educational relations are also undergoing significant changes and require new approaches to their research, design and implementation in educational practice. The purpose of the article is to identify the characteristic features of the space of educational relations aimed at developing adolescents' readiness to choose IOT. The analysis and generalization of the characteristics of educational relations of parents, teachers and students is carried out using a model of the space of educational relations based on four coordinates: a normativeregulatory coordinate, a perspective-orienting coordinate, an activity-stimulating coordinate, and a communicative-informational coordinate. To achieve the goal, the methods of theoretical analysis and synthesis, abstraction, modeling were used. The main characteristics of the coordinates of the space of educational relations of parents, teachers and students can be considered as a set of pedagogical conditions for the development of students' readiness to choose IET.