The article discusses modern aspects of the implementation of interactive technologies in a multidisciplinary university. The characteristic features of interactive technologies are described, the feasibility of their use in the educational process is substantiated. Particular attention is paid to the consideration of the didactic potential of interactive technologies in a higher educational institution. The importance of interactive technologies in comparison with traditional teaching methods is discussed, which allows organizing effective interaction of all participants in the educational process, planning joint work, correctly allocating resources, and providing the necessary tools for solving educational problems. In conclusion, it is determined that interactive technologies contain great potential for their application in the educational process of a multidisciplinary university, which requires further study, including the development of software and methodological support.

This article lists the prerequisites for the emergence of new interdisciplinary professions at the intersection of pedagogy, information and communication technologies. A new promising profession of a developer of individual educational trajectories is given, described in the “Atlas of New Professions 3.0”, developed under the auspices of the Agency for Strategic Initiatives. As conceived by the authors, this is a professional who creates a route for training new specialists from courses offered by educational institutions, including those available online, as well as simulators, simulators, internships, etc., and develops an educational track based on them, considering the psychotype, abilities and goals individual person. Since a brief description of this profession in the Atlas does not give a complete picture of its content, for the purposes of understanding the meaningful aspect of the professional training of such specialists in a multidisciplinary university, a description of the methodological basis of the developer of individual educational trajectories is given. The authors of this article describe the principle of operation of the constructor, developed at SPbPU and allowing the selection of the content of professional training of the developer of individual educational trajectories in a multidisciplinary university.

In contemporary higher education, the master's level plays a critical role in developing high-level professionals, particularly among Generation-Z students. This stage is marked by significant psychological, social, and professional development, requiring innovative educational strategies that align with the unique traits of this digital-native cohort. Integrating artificial intelligence (AI) technologies, such as adaptive-learning systems, intelligent tutoring, and automated-feedback mechanisms, offers transformative potential to address these needs. This study investigates the intersection of generational characteristics and AI integration in master's education through a convergent parallel mixed-methods design, combining quantitative surveys with qualitative interviews of 300 master's students across various disciplines. The findings reveal predominantly positive attitudes toward AI, with 78% of students recognizing its ability to enhance personalized learning and engagement. However, concerns about data privacy (54%) and reduced human interaction (48%) highlight the need for an ethical and balanced implementation. Grounded in constructivist and activity theories, this research underscores the potential of AI to foster autonomy, self-determination, and personalized educational experiences while addressing generational expectations for immediacy and interactivity. Practical recommendations are provided for educators and policymakers to implement AI effectively, ensuring that it supplements human-centred teaching practices. These insights contribute to the global discourse on AI integration in higher education, and its implications for enhancing lifelong learning and professional growth.