| Аннотация | The relevance of the research is determined by the need to study the influence of subjective factors and socio-cultural characteristics of actors on the realization of their innovative potential in the current conditions of tightening sanctions policy in the field of high technologies by Western countries. The aim of the study was to find a connection between the types of professional strategies formed by university students and their innovative practices within the framework of university activity. Innovative activity and features of professional strategies are analyzed in a regional context – using the example of three large industrial centers – Yekaterinburg, Tyumen and Volgograd, as well as two metropolitan cities – Moscow and Saint Petersburg. To study the innovative behavior of students, the authors use an activity-based approach, considering innovative activity as a social quality of a subject, implying its internal readiness to master, use, disseminate and create innovations, and highlighting the levels of innovative activity – innovative receptivity and innovative readiness. The conclusions of the article are based on the results of an empirical sociological survey of students of 2–3 undergraduate courses of leading universities of the studied megacities (N=1050), the selection was carried out according to a quota-nest sample). According to the results obtained, a significant part of the regional students is not involved in any types of innovative practices. Students of megacities especially regional are characterized, first, by insufficient innovative activity at the basic level (participation in grant competitions, scientific conferences and seminars, research practices), and second, by a low degree of involvement in scientific and technological creativity and business design. Using the clustering procedure, a typology of students’ professional strategies has been developed, five types of strategies have been identified: “professional employment”, “academic career”, “delayed self-determination”, “emigration and uncertainty” and “independent entrepreneurial”. Using correlation analysis methods, it was found that, first, the “academic career” strategy, which promotes active research and inventive practices, and, second, the “independent entrepreneurial” strategy, which correlates with the active implementation of innovative practices in business planning, development of creative and start-up projects, have the greatest innovative potential. “Emigration and uncertainty strategy” is less associated with active innovative activity and is characterized by the lack of formation of professional plans for the near future and intentions to seek work abroad. The “professional employment” strategy, which does not promote active innovative and creative practices, also has low potential. It is pointed out that the dissemination of latest strategies reduces the potential contribution of students to the innovative component of the Russian economy
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