Aspects of Developing Students’ Individual Educational Trajectory

Abstract

The paper examines the organisational and methodological aspects of individualization behind professional higher education through the implementation of an individual learning trajectory of higher education candidates, taking into account the forced activation of distance learning. It analyses a survey of students on the individual learning trajectory as well as the organisational and methodological approaches to its implementation in one of the typical higher educational institutions of Ukraine. The authors discuss ways of using elements of different types of training in the process of realisation of the student's individual learning trajectory. The conducted analysis allowed them to pinpoint the main organisational and methodological directions of updating the individual educational trajectory. The theoretical basis of the study became the main principles and regulations of higher education organisation. The study used historical-logical and systemic approaches, general scientific and special methods, in particular: statistical (when analysing and interpreting data from higher education students on the individual trajectory of education); monographic and abstract-logical methods (when analysing the influence of individualisation of students' set of competences on the format of higher education); methods of observation and generalization (when discussing the use of elements of various forms of education in the implementation of the students' individual learning trajectory); methods of systemic analysis and synthesis. As a result, the directions for the development of the means of implementing the individual learning trajectory of higher education students in specialty 073 "Management" were formed.

Trends in Developing Digital Skills of Ukrainian Students in Dual Study Mode

“…These findings align with our previous reflection on enriching the individual learning trajectories of bachelor and master students in the specialty "Management" with maximum recognition and accumulation of learning out-comes from non-formal and informal learning. There must be a vibrant interaction between educators and informal learning platforms for the learning outcomes to enter the study agenda naturally (Karimov et al, 2022).…”

“…Simultaneously, students of almost all majors express a desire to enhance their IT skills in order to improve their learning outcomes. Previously, there were outlined the following prerequisites of expansion (individualization) of learning outcomes due to active involvement of IT elements and dual learning mode (Karimov et al, 2022):…”

“…This means that employers are becoming actively involved in the creation of relevant training programs and the implementation of the chain "specific applicant -specific conditions -specific employer" with the aim of taking into account the features of all three components as much as possible. Previous research has explored the possibilities of using elements of various forms of higher education on the basis of institutional education to meet the need of applicants to expand (individualize) their own learning results (Karimov et al, 2022). In particular, it was proposed to use a dual form of higher education in combination with an in-depth study of the specifics of metallurgical/chemical production (which are specific to the region) in a distance format to form conditionally stable profiles for the "Management" study program.…”

Students’ Scientific Work in Conditions of E-learning: Reflection of University Students

“…Modern Ukrainian scientists (Karimov et al, 2022;Moroz et al, 2018;Morze, Kuzminska, & Liakh, 2017) increasingly emphasize the necessity to improve the quality of future specialists' professional training within the university educational system, which requires the study and scientific reevaluation of various forms of student education organization, particularly in the online format. Given the ongoing transformation of higher education in Ukraine, aligning with European standards, there is a significant focus on enhancing students' scientific work (Lokhvytska, 2023) and understanding various aspects of the educational process.…”

“…It also develops skills in solving non-standard problems and tasks, which, in turn, enhances professionally significant qualities among students to achieve their set goals (Aesaert & van Braak, 2018;Morze, Kuzminska, & Liakh, 2017;Yang & Cornelius, 2004). Several research studies (Dumpit & Fernandez, 2017;Fernández-Márquez, Leiva-Olivencia, & López-Meneses, 2017;Karimov et al, 2022;Wagiran et al, 2022) have explored the impact of e-learning on the development of students' motivation and volitional efforts in acquiring relevant knowledge. These studies highlight the stimulation of intensive independent search and choice of information sources from different resources, the activation of cognitive activity in solving tasks related to the study of subjects using computer technology, and the acquisition of computer thinking skills.…”