Keywords
Abstract
This study presents a pedagogical model for organizing students’ individual learning activities within the credit-modular system of higher education. The aim of the study is to test the effectiveness of the developed model, which is designed to create a flexible and individualized educational process based on a reflective approach.
The model includes three key support components: regulatory and informational (educational standards, electronic resources, monitoring systems), organizational and methodological (individualization of learning, methodological support, flexibility in module selection), and personnel (mentoring, advisory support, implementation of innovative methods).
Quantitative methods (surveys, academic performance analysis, correlation and regression analysis, Student’s t-test, ANOVA) are used to evaluate the results, in combination with qualitative methods (interviews, observation, content analysis).
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