The article aims to determine the impact of a psychologically grounded interactive educational space on the professional self-realization of future art professionals. The study used the methodology "type and level of professional self-realization," methodology for studying satisfaction, test for studying the motivation of professional activity, and methodology for self-assessment of youth career development. The sample was formed from future actors, directors, musicians, vocalists, and artists. The results indicate the effectiveness of a psychologically grounded interactive educational space for the professional realization of future specialists in the field of art. The interactive educational space that stimulates students' reflection and motivation positively impacts the type of professional self-realization, professional motivation, assessment of future careers and the formation of academic knowledge and professional skills. At the same time, in the cases of using conventional interactive educational space, there are positive changes in the cognitive-activity component and the type of professional self-realization. The results obtained can be used to optimize the use of interactive educational space in higher education institutions to train art professionals. In future research, it is advisable to conduct a differentiated study of the impact of interactive educational space on the personality of a future art specialist.