Introduction: the introduction of psychological and pedagogical disciplines contributes to integrating higher education into European standards, leading to the development of a competitive specialist in changing employer requirements. Agrarian education slowly introduced psychological and pedagogical methods, which was the reason for the slow reformation of educational approaches in the field and did not contribute to the growth of the profession’s prestige. Objective: the study aimed to determine the methodology of psychological and pedagogical disciplines based on the analysis of structural subdivisions, teaching staff and features of the pedagogical and psychological profile disciplines in agrarian universities. Method: the method of synthesis, analysis, survey, grouping, comparison, visualisation and generalisation of results is applied. Results: the study results established that there are departments of psychology and pedagogy and professional teaching staff in the studied universities. The presence of compulsory and optional subjects, which differ in different institutions, was determined, which is explained by the autonomy of institutions in determining the form of teaching subjects by individual requests. Conclusions: at the same time, autonomy does not involve monitoring the effectiveness of educational activities, which was confirmed by the results of a survey of students and teachers, which revealed the popularity of outdated educational methods among teachers and low motivation among students in methods that develop creativity and the practical application of acquired knowledge. Instead, some pedagogical practices have found wide application and have shown effectiveness in developing communication skills, teamwork, and organisation. © 2024; Los autores.
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