The objective of the article is to determine the importance of students’ identity development and self-development in the course of vocational training and identification of opportunities that the educational environment of a university for humanities may provide to develop the identity of subjects of vocational training. The leading methods of the research were: retrospective analysis, pedagogical modeling and projecting, study and synthesis of pedagogical experience in students’ identity development in the educational environment, observation, interviewing, questioning, study of documentation. The role of educational environment provided by the university for humanities for students’ identity development has been revealed; its structure that includes subject, spiritual, content-methodical, spatial-subject components the integrity and interrelation of which may have essential impact on students’ identity development have been presented; problems connected with the creating of favorable conditions for students’ identity development and self-development have been brought out; dependence of individual, personal and subject components of identity development on characteristics of subject, spiritual, content-methodical, spatial-subject components of the environment has been proved.

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