Educational trajectories individualization in high medical and pharmaceutical education: the particularities of representation and the perspectives of the subject-oriented educational environment construction

Abstract

Introduction. Contemporary university is transferring from retranslation of knowledge in the frame of socially determined requirements to cultural universum, oriented to the formation of a student individuality and, moreover, subjectness. The student with his educational needs, which can be satisfied only in the terms of subject-oriented environment, is placed in the center of the system. The aim of the research is to identify the elements of educational trajectories individualization and to estimate the possibilities of construction of subject-oriented educational environment in medical and pharmaceutical high education in Russia. Research methods. The methodology is based on a combination of the system-functional and praxeological approaches with elements of socio-cultural analysis. The study includes a comparative quantitative and qualitative analysis, content analysis of the representations of the individualization of educational trajectories (websites and Internet materials) of medical and pharmaceutical universities subordinate to the Russian Ministry of Health. Research results. It was revealed that the information about individualization of educational trajectories is provided by the 30 % of the universities subordinated to the Ministry of Health. Individualization is widely represented through the choice of electives, courses of additional professional education and advanced training (59%), level differentiation of the content of disciplines (52%). Individualization is not as commonly represented as the student’s elite education trajectories (8.7%), individual practices, internships and the choice of a mentor / tutor (6.5%), involvement in the formation of soft skills based on competence centers (19.6%). Identified elements can be considered as the elements of the subject-oriented educational environment in the case of their digital integrated maintenance. Conclusion. The individualization of educational trajectories implementation in high education is related to construction of the subject-oriented environment that can be identified in medical and pharmaceutical universities through the particular elements represented various ways. The formation of the environment mentioned above perspectives closely connected not only with the complex approach to the individualization of educational trajectories elements but similarly with the integrated digital educational landscape of a university.