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The article represents the analysis of the existing definitions of the phenomenon of students’ involvement, its multidimensional nature and the lack of common under- standing of its structure. Some actual models of involvement in education, suggested by domestic and foreign researchers, are analyzed, and the importance of studying the characteristics of involvement in continuing education is emphasized and lack of such research is revealed. The necessity of study the phenomenon of involvement in continuing education as a multidimensional construct is proved by arguments. The authors suggest and ground their five-component model of students’ involvement in continuing education, including cognitive, affective, behavioral , motivational and axiological components.

Structural model of involvement of students in ongoing education