The paper deals with the analysis of psychological phenomenon of educational trajectories and their design for future electrical engineers which is based on the psychosemantic assessment of their meanings and experiences. It has been found out that in the consciousness of future electrical engineers educational trajectories are presented as a four-factor functional structure. The major part of it is played by the content regulatory component associated with such characteristics as relevance, cognition, responsibility, manageability. The emotional-dynamic component takes the second position by the degree of its significance for students. The third component testifies to the advantage of the collective nature of the educational trajectory of future electrical engineers over the individual one. The fourth component is related to the assessment of its progressiveness and innovation. The relevance of developing and implementing a system of psychological and educational design of students' individual educational trajectories has been substantiated.