Individual Educational Trajectory Research Articles

IMPLEMENTATION OF INDIVIDUAL EDUCATIONAL TRAJECTORIES OF BIOLOGY AND CHEMISTRY STUDENTS AT A PEDAGOGICAL UNIVERSITY, ENSURING READINESS FOR RESEARCH WORK WITH SCHOOLCHILDREN

The article deals with the problem of preparing students studying under the pedagogical bachelor’s and master’s degree programs for the organization and implementation of research work in the academic subjects «Biology» and «Chemistry». The importance of individual educational trajectories of students as a pedagogical technology for the realization of readiness for research work with schoolchildren is noted.

ЭФФЕКТ ИСПОЛЬЗОВАНИЯ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ НА КОГНИТИВНЫЕ ФУНКЦИИ

The article examines the influence of the Internet on cognitive development and social interaction of older schoolchildren and students. The initial positive impact of active Internet use on thinking is highlighted, which declines over time due to problems with long-term memory. The growth of online social interactions, accelerated by the COVID-19 pandemic, and their implications for social intelligence are highlighted. Both positive and negative aspects of online interactions are discussed, including problems with social comparisons and self-esteem. The importance of the teacher’s role in adapting to online learning and the implementation of individual educational trajectories are also considered key elements in managing students’ cognitive development.

Automated formation of discipline sequences for higher ecological and agricultural education using mivar expert systems

Training qualified specialists for agriculture, ecology and industry is becoming increasingly important in today’s rapidly changing world. The constant development of science and technology leads to an expansion of the required knowledge, which creates difficulties for students in assimilating huge amounts of information in a limited time. This discrepancy requires constant updating and improvement of educational programs, ensuring the inclusion of relevant courses and workshops, and maintaining a logical sequence to prevent knowledge gaps. At Bauman Moscow State Technical University (BMSTU), about 25,000 students study in more than 600 programs, including ecology and forestry, using the Electronic University system for automated management of educational processes. Logical AI helps in planning individual educational trajectories, improving decision-making and quality control, especially in the field of agriculture and ecology. The development of mivar networks for educational programs further optimizes management, an example of which is the construction of mivar networks for specific courses. This approach solves the problem of managing large unstructured volumes of data, providing a model for transforming input knowledge into competencies. The integration of mivar expert systems offers a structured method for sequencing courses, ultimately improving the educational structure at Bauman Moscow State Technical University.

DISCUSSION ON INDIVIDUAL EDUCATIONAL TRAJECTORY AS AN INTEGRAL COMPONENT OF CONTINUOUS PROFESSIONAL DEVELOPMENT

The system of continuous professional development of doctors in Ukraine needs detailed analysis and comprehensive dynamic monitoring to become a process that includes the possibility of a doctor’s professional growth. The research aims to monitor approaches to the continuous professional development of dentists for the formation and improvement of professional competence skills by highlighting the role of individual educational trajectory based on the priority of work formats with professional information, methods of familiarization with it and its receiving. 2216 respondents took part in the research, filling out a questionnaire during scientific and practical events of professional schools for dentists in online mode in March 2023, which included questions on the definition and objectification of forms, formats, ways of implementing continuous professional development and the vision of approaches to acquiring new knowledge and skills. The data obtained was processed using the StatSoft Inc licence program. Analytical research methods and structural-logical analysis were applied. According to the survey results, an individual's educational trajectory should include attending lectures, professional seminars, working with scientific and practical publications. The main quality requirement for publications is their good illustration of clinical cases and algorithms for working with patients. The analysis results of the rating parameters of professional dental journals declare the request of the dental community to improve the quality of material content, visual design and a possible change in positioning.

Студентоцентрична спрямованість у медичному освітньому просторі України на прикладі Івано-Франківського національного медичного університету

The issues of student-centred learning are fundamental in the organisation of educational activities of higher education institutions in Europe and are covered in many final documents of the Ministerial Conferences of the European Higher Education Area. Student-centredness is the accumulation and concentration of efforts focused more on the needs of the student, based on the consideration of the individual qualities of students, the ability to form individual educational trajectories. The essence of student-centredness is to create a model of education development in which a student turns from an object into a subject of educational activity, i.e. an active participant in the educational process. Purpose - to analyse the peculiarities of student-centredness as a modern direction of organising the educational process in higher education institutions and to determine the peculiarities of implementing a student-centred approach in the training of students at Ivano-Frankivsk National Medical University. On the example of Ivano-Frankivsk National Medical University, student-oriented/student-centred learning is one of the most effective pedagogical and methodological approaches. It is implemented by creating an individual educational trajectory in the first place. This is an individual way of realising the personal potential of each faculty applicant in educational activities, which is formed by determining and taking into account his/her personal abilities, own interests, educational and social needs, professional motivation, opportunities, and experience, based on the choice of types and forms of education of participants in the educational process and the proposed educational programmes, selected academic disciplines, their level of complexity, methods and means of teaching. An individual educational trajectory at the university is carried out through an individual curriculum, in particular, through the individual choice of disciplines, courses and educational programmes, the applicant’s research work, the development of spiritual potential and professional training. No conflict of interests was declared by the authors.

Methodological tools for managing the innovative development of an educational organization

The article presents a theoretical analysis of the existing tools for implementing controls in the innovative development of an educational organization. The stages of the theory of management of innovation processes, as well as the main approaches are considered. Macro, meso and microfactors of the formation of an individual learning trajectory are highlighted. The main directions of the implementation of the individual educational trajectory are determined. The features of innovative activity in the pedagogical sphere are characterized. The introduction of methodology and methodological tools in the process of introducing innovative processes in the field of education is substantiated.

Innovative Approaches and Information Technologies in Organizational Support of Educational Activities

The aim of the article is to develop a new approach to organizing educational activities in higher education institutions that aligns with the goals and principles of the Bologna Process, specifically aiming to promote flexibility, mobility, and the improvement of the quality of higher education in accordance with the standards adopted in the European Higher Education Area. To address the set tasks, a complex of research approaches and methods was employed: the literature review method – to investigate literary sources and analyze previous studies on the use of business simulations, particularly in higher education, and their impact on the educational process; the abstraction method – to identify components of modern business simulations; "Lean Canvas Analysis" – to analyze key components of the IT application's business model. The scientific novelty of the work lies in the development of a concept for establishing active collaboration between higher education institutions and enterprises in the education process of learners using information technologies. Conclusions. The research highlighted the importance of transforming educational business simulations from a simple element of methodological support into a key tool for organizational support in higher education institutions. Considering these aspects, further research and development of business simulations in educational programs can significantly improve the quality of preparing learners for professional activities. Overall, the use of business simulations in education can contribute to more effectively implementing the principles of the Bologna Process, fostering the qualitative preparation of learners and their readiness for the challenges of the modern job market. The innovative approach proposed in the paper for forming an individual educational trajectory based on stakeholder proposals provides learners with the opportunity to acquire practical skills that meet real workplace needs. It also ensures that enterprises have access to highly qualified professionals with experience in their field. Keywords: organizational support of higher education institutions, informational support of higher education institutions, quality of education, Bologna Process.

Применение нейросетевых технологий на примере отечественной программной платформы DeepTalk в образовательном процессе ПГУПС на кафедре «Информационные и вычислительные системы»

Purpose: To develop a methodology for using artificial intelligence to solve the problem of intensifying the process of developing students’ professional competencies. To show the need to improve teaching technologies due to a reduction in classroom time allocated to general education disciplines when reconfiguring the curricula for training specialists. To consider the issue of rethinking the effectiveness of the existing distance learning system (DLS) as a means of rationalizing educational procedures in connection with the continuing risk of students acquiring only a minimum level of knowledge due to the use of template electronic demonstration materials in the DLS. Methods: To achieve the stated goals, data from the analysis of the results of the implementation of the “Digital Teacher” (DT) product, developed on the basis of the domestic DeepTalk platform, into the educational process of the ICS Department are used. An algorithm for training a neural network as a mathematical core of the DT has been developed. When used at the first stages of loading the DT with text and presentation materials, the principle of randomization of logically related queries, answers and comments from teachers on lectures and practical assignments is implemented. Results: A technique for iterative adjustment of the DT has been developed and tested when increasing the array of situational data with the following elimination of the contradiction between the requirement for representativeness and the initially small volume of the generated training sample. Practical significance: The creation of a developed neural network product is the first step in the deployment of the University’s digital services system, the hierarchical structure of which according to areas of training, qualifications and specializations should include “Digital Teacher”, “Digital Applicant Curator” and other similar products. The introduction of DT into providing teaching in senior years will contribute to the formation of the student’s individual educational trajectory and the development of his cognitive abilities. Further, in the course of obtaining additional professional education, the use of DeepTalk will ensure the acquisition of skills in interacting with AI, used as a means of supporting decision-making under conditions of uncertainty. DeepTalk allows you to assess the predisposition of applicants to the main types of professional activities at JSCo “Russian Railways”.

Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium

ABSTRACT This paper investigates the role of supplementary schools as grassroots educational initiatives whose reach extend beyond individual educational trajectories for minoritized youth. We examine how these schools serve as community forces, emphasizing the importance of resources and relationships. Drawing on the theoretical frameworks of funds of knowledge and community cultural wealth, we explore how supplementary schools strategically make accessible community resources that benefit all members. Through in-depth interviews with twelve supplementary school leaders, in Flanders, we discuss the diverse array of resources present within these spaces. We highlight the investment in bonding relations, making resources available to community members, while also revealing a strong focus on building bridging ties across ethnic minorities and toward broader society. These insights contribute to our understanding of supplementary schools as pivotal places that strengthen and empower minoritized communities within the context of structural inequality.

Features of competent models’ development in the field of information security

The article is devoted to the study of procedures for the formation of assessment tools in the training of departmental specialists implementing the functions of planning, implementation and control of organizational systems of higher and additional education, aimed at improving the mechanisms for forming information security policies and assessing the effectiveness of systems, tools and measures taken for informatization objects devoted to various levels of the hierarchy . The problematic issues being studied are related to the development of the theoretical foundations of management in organizational systems, methods and algorithms for solving management problems, including information and software. The results of scientific research, applied scientific research and qualification work for forming educational and methodological support for educational organizations and funds of assessment tools in the field of information security are analyzed, taking into account the features of competency models for the training of departmental specialists. The mechanisms and detailed procedures for the formation of assessment tools, focused on promising technologies for ensuring compliance of knowledge, motivational attitudes and skills with the competencies of a specialist in the field of information security, are generalized. Conceptual models of the competency modeling in object-oriented programming paradigms, new mathematical models for managing individual educational trajectories and designing competency-oriented tasks for assessing the development of competencies are proposed.

DIDACTIC ALGORITHM FOR DEVELOPING AN INDIVIDUAL EDUCATIONAL TRAJECTORY

The article reveals a didactic algorithm for developing an individual educational trajectory. It is outlined that according to the requirements of the educational legislation in Ukraine, all students of education have the opportunity to form an individual educational trajectory, which determines the personal path of realizing personal potential and is formed taking into account abilities, interests, needs, motivation, opportunities and their experience. In the conditions of martial law, the individual educational trajectory was considered as compensation for the educational losses of education seekers and one of the ways to ensure equal access to education. It was established that the individual educational trajectory is a tool that allows you to adjust the educational process to the needs and capabilities of each student, taking into account his individual characteristics, capabilities and limitations. This is an effective mechanism that will provide conditions for pedagogical support and support for the development of personality with its uniqueness and originality. It was determined that the presence of individual educational trajectories in an educational institution is an indicator of the quality of the educational process, which is evaluated during the institutional audit of the State Education Quality Service. The idea of the student's educational route in European countries is characterized. It has been proven that learning according to an individual educational trajectory should become a didactic system that implements individual programs, content, forms, means, pace, forms of control and evaluation. The didactic algorithm for the development of an individual educational trajectory, consisting of several stages, is specified: analysis of the needs and capabilities of students; definition of educational goals; selection of educational materials and methods; training planning, implementation of an individual educational trajectory; evaluation of results.

Determining university’s readiness to implement AI technologies for personalizing educational paths

The key issue of the article is to determine readiness of HEIs to implement artificial intelligence and machine learning technologies for personalization of students’ individual educational trajectories (hereinafter – IET). In case of compliance of HEIs with the proposed groups of factors, including developed information architecture, there is an opportunity to use multidimensional structured and unstructured data more technologically to improve various types of university activities. High-tech marketing analytical tools facilitate the collection of contextual data and insights into various processes within university, as well as in-depth analysis of learners’ digital footprints. Methods of machine learning, predictive analytics, and modern generative neural networks allow to create recommendation services, with the help of which individual educational trajectories are formed by machine intelligence, simultaneously considering hundreds of parameters. Beyond the tasks of IET formation, machine intelligence can successfully solve tasks for other stakeholders of the university such as professors, researchers, and administration.

‘Difficulties when learning, easiness when fighting’: Why do families in Latvia choose (pre)schools with a language of instruction other than their L1?

Aims and objectives: Language debates in Latvia often focus on the role of Latvian as official and main societal language. Yet, Latvian society is highly multilingual, and families with home languages other than Latvian have to choose between different educational trajectories for their children. In this context, this paper discusses the results of two studies which addressed the question of why families with Russian as a home language choose (pre)schools with languages other than Russian as medium of instruction (MOI). The first study analyses family narratives which provide insight into attitudes and practices which lead to the decision to send children to Latvian-MOI institutions. The second study investigates language attitudes and practices by families in the international community of Riga German School. Methodology: The paper discusses data gathered during two studies: for the first, semi-structed interviews were conducted with Russian-speaking families who choose Latvian-medium schools for their children. For the second study, a survey was carried out in the community of an international school in Riga, sided by ethnographic observations and interviews with teachers and the school leadership. Data and analysis: Interviews and ethnographic observations were subjected to a discourse analysis with a focus on critical events and structures of life trajectory narratives. Survey data were processed following simple statistical analysis and qualitative content analysis. Findings/conclusions: Our data reveal that families highly embrace multilingualism and see the development of individual plurilingualism as important for integration into Latvian society as well as for educational and professional opportunities in the multilingual societies of Latvia and Europe. At the same time, multilingualism and multiculturalism, including Russian, are seen as a value in itself. In addition, our studies reflect the bidirectionality of family language policies in interplay with practices ineducational institutions: family decisions influence children’s language acquisition at school, but the school also has an impact on the families’ language practices at home. In sum, we argue that educational policies should therefore pay justice to the wishes of families in Latvia to incorporate different language aspects into individual educational trajectories. Originality: Language policy is a frequent topic of investigation in the Baltic states. However, there has been a lack in research on family language policy and school choices. In this vein, our paper adds to the understanding of educational choices and language policy processes among Russian-speaking families and the international community in Latvia.

Внедрение образовательной траектории для подготовки рабочих кадров в сфере судоремонта в Приморском крае

The use of educational technology, namely the educational trajectory, is considered on the example of the educational process at the Vladivostok Shipbuilding College in the specialty “Installation and maintenance of ship machinery and mechanisms”. This pedagogical technology is used throughout the entire training program for the training of a mid-level specialist in project activities, which completes each stage of training. During the entire period of four-year training, the future specialist studies various subjects, academic disciplines and professional modules. As part of the training, individual, course and diploma projects and works are used as the final stage of their development. The totality of all projects can be built into a single, but individual educational trajectory, which allows for training from the academic discipline “Introduction to the specialty” to the defense of the final qualifying work. The use of this pedagogical technology has made it possible to build a system of training middle-level specialists in such a way that a student can independently determine the vector of further development of both a specialist and a personality. The assessment of the application of this pedagogical technology based on the results of the state certification of students for a five-year period is presented. The results of the analysis of statistical data indicate the positive dynamics of the results of the protection of final qualification works, and also reveal the features of the results at key points. In general, the pedagogical technology under consideration has determined the possibilities of improving the methodological, material, technical, scientific base for the training of a mid-level specialist on the basis of the Vladivostok Shipbuilding College.

БИЗНЕС-АНАЛИЗ: ФРЕЙМОВАЯ СТРУКТУРА ФОРМУЛИРОВАНИЯ ЦЕЛЕЙ ДЕЯТЕЛЬНОСТИ КОММЕРЧЕСКОЙ КОМПАНИИ НА ОСНОВЕ KPI

A frame structure of a concept categorical apparatus oriented on business managers using when producing objectives for the company based on the Key Performance Indicators (KPI) concept developed. 2 series of expert interviews were conducted, the results were used as a basis for a conceptual model of objectives setting in a KPI form and for the frame constructing. Each KPI is oriented on a concrete critical success factor on the market and to one of a main goals type – volume/cost of the assortment planned for selling, commercial and management expenses for the products selling, or with activities oriented on non-financial key success factor realization. The main frame was formed and the most important (from a point of view of the KPI realization) sub-frames «Sales volume», «Production assortment for selling» and «Ways of goals achievement». Components of each sub-frame as well as their relationships with the sub-frame described. Formed the «etalon» frame can be used for identification of «gaps» in business managers’ notions about contemporary approaches to objectives setting when education programs for business managers developing and for producing individual educational trajectories.

Організаційні та дидактичні особливості формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій

The article examines the actual problem of determining the organizational and didactic features of the formation of graphic competence of future specialists in the field of electronics and telecommunications. It is noted that graphic competence is an integral part of the professional competence of future specialists in technical specialties for a number of reasons: ensuring communication; design and modeling; standardization and documentation; training and cooperation; innovation and development. The development of innovative approaches to the formation of graphic competence of future specialists in the field of electronics and telecommunications, like any pedagogical technology, must satisfy some basic methodological requirements. The following can be attributed to them: conceptuality, systematicity, manageability, efficiency, reproducibility.
 Summarizing scientific research, didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications are interpreted as a set of purposefully created, improved and selected teaching methods and techniques to achieve certain didactic goals (formation of graphic competence at a high level). They include the characteristics and peculiarities of professional training, which are taken into account when designing and organizing the educational process in order to optimize the process of students' acquisition of educational experience.
 Therefore, the determination of didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications, with the aim of further building a model of this process, involves the establishment of the following aspects: the characteristics of the cognitive features of students of higher education. The establishment of such features is foreseen at the stage of the pedagogical experiment by analyzing the level of development of cognitive functions, opportunities for analysis, synthesis, awareness of information, etc.; determination of individual characteristics of students, because each of them is a unique individual with his own strengths and weaknesses, interests, learning style, etc. Therefore, didactics should provide opportunities for the development of individual educational trajectory and development; determination of appropriate pedagogical methods and technology to ensure effective formation of graphic competence of future specialists in the field of electronics and telecommunications.

Digital Competence Profiles in Education

Purpose of research. The trend of personalization of learning forms a demand for the development and implementation of software tools for processing the digital footprint of the learner, to manage his/her educational trajectory. In combination with decentralized identification technologies, such software tools assume a more active role of the learner in the creation of his/her personal learning trajectory. Additional challenges for the developed software tools are the functional requirement to ensure the independence of learner profile data from individual educational services, while at the same time complying with the standards of information security of working with data. The purpose of this research is to expand the understanding of the possibility of modifying online learning by including distributed solutions in the field of information technology application in education.Materials and methods. The paper describes in detail the solutions developed by the authors for software implementation of a digital profile of learner's competencies - a decentralized application designed to store data of learning activity and confirmed qualifications aggregated from various external educational platforms and services. When forming these solutions, the authors proceeded from the advantages of using a decentralized approach to software development. The methodological basis of the research is represented by a set of approaches and technologies that support the logic of the software development process - distributed registry technology, digital identification approach, credentials storage standard.Results. The authors substantiate the choice of solution for software implementation of digital competence profile: SSI approach will provide decentralized identification of digital footprint data beyond the boundaries of individual educational platforms and services; application of the standard of verifiable VC credentials will create conditions for decentralized storage of learning activity data. The results of the study may be of practical interest for the administration of domestic educational organizations, administration of educational platforms and educational services implementing online learning programs for effective and secure management of each individual student's digital footprint data, creating an individual educational trajectory in his/her interests and confirming competencies.Conclusion. Implementation and scaling of the digital competence profile are aimed at ensuring the identification, safe storage, and effective management of the learner's digital footprint data, which can be used to create an individual learning trajectory. The digital competence profile will allow to realize the function of confirming any forms of activity, the nature of interaction of the learner with the functions of the educational service, as well as allow the learner to control and manage the use of the information placed in the digital profile. As part of the whole, the digital profile is considered in the overall architecture of the information system, which implies the interaction of the software application with other subsystems, including in the structure of the educational platform. The scheme of interaction demonstrated for the digital educational platform “Digital Tutor” developed at the Plekhanov Russian University of Economics. Additional research requires tools for controlling the activity and motivation of the learner to formalize his/her active role in the issues of personal learning trajectory management.

Innovations in Pedagogy: Methodology for Organizing the Individual Educational Trajectory of Students for General Education Institutions

The review presents a comparative analysis of the concepts of individualization of the educational process, as well as technologies for designing individual educational trajectories. Analysis of the problem field of research shows that the approaches and pedagogical conditions for individual self-realization of students for secondary schools are not sufficiently systematized. The novelty of the work lies in the fact that the studied problem of individual self-realization of students contributes to the development of the concept of pedagogy of individuality. In particular, the issue of methodology for organizing individual educational trajectories of students has been worked out, psychological and pedagogical approaches for various age groups have been identified, and also presents the results of functioning of a multidisciplinary educational center and features of the organization of the educational process in the concept of individual educational trajectories. Theoretical methods include methods of induction and deduction, methods of comparative analysis and synthesis of information, as well as various forms of questionnaires. As empirical research methods, monitoring and diagnostic activities (exams, testing, questionnaires, observation) were carried out at different educational stages, allowing to evaluate the effectiveness of the proposed pedagogical technologies.

Comprehensive diagnostics of the level of Russian language proficiency in a multiethnic Russian school

The most important tool for the adaptation and integration of foreign-speaking children into the Russian educational space is the Russian language. In modern Russian schools, the most pressing issue is the assessment of the level of proficiency in Russian by foreign children, since in the situation of formed migration there is no common institutional complex for the diagnosis of these children's language and speech skills. It is necessary first of all to make diagnostic measurements of the ability of school children from migrant families to master school subjects in Russian. The lack of methodological tools of this kind complicates the process of adaptation of foreign language students to the educational space of the Russian school. This circumstance conditioned the tools for developing and implementing complex diagnostics aimed at determining the language skills and the level of speech competence not only of foreign-speaking children, but also of all students in educational institutions of the Domodedovo city district. The aim of the study was to determine the general didactic and methodological requirements for a foreign-speaking student in a Russian school, and to create an effective tool for defining the linguistic and socio-cultural competencies of this category of students. The research development of the diagnostic procedures carried out and their results aimed at determining the levels of Russian language proficiency among students of 5-9 grades in the polyethnic composition of the Domodedovo city district are presented. Within the framework of the study, methods of pedagogical observation, statistical method, method of diagnostic testing and expert evaluation, method of quantitative processing of the obtained data were applied. In the diagnosis 1248 students of Domodedovo city district schools took part. The testing was carried out in electronic format, which made it possible to obtain and process the results in the shortest possible time. The methodological basis for the research and development of testing materials was the manual by Elizaveta A. Khamraeva “Linguodidactic diagnostics” (the series “Russian school”), which includes tests for children aged 6-14 years, compiled on the basis of the meta-subject approach. The results of this study can serve as a content base for individual educational trajectories, based on the principles of differentiated learning, which will contribute to the successful learning of academic disciplines in accordance with the requirements of the Federal State Educational Standard in a modern multicultural school.

Болашақ бастауыш сынып мұғалімдерінің жеке білім беру траекториясын жобалау

Жоғары және жоғары оқу орнынан кейінгі білім беру жүйесіндегі жаһандық өзгерістер қоғамдағы ғылым мен мәдениеттегі және тұтастай алғанда постиндустриалды тенденциялардың талаптарына сәйкес келетін оқу процесін ұйымдастырудың жаңа тәсілдерін ұсынады. Сондықтан жоғары оқу орындары білім алушылар үшін білім беру процесінде өзін-өзі тәрбиелеуді, дербестікті және өзін-өзі анықтауды таңдау үшін қажетті жағдайлар жасауға үлкен мән береді. Мұндай жағдайларды жасау кәсіптік білім берудің жеке траекторияларын іске асыру кезінде мүмкін болады. Болашақ бастауыш сынып мұғалімдерінің жоғары кәсібилігі тек кәсіби дайындық деңгейіне ғана емес, сонымен қатар білім алушылардың жеке ерекшеліктерін ескере отырып, өздерінің кәсіби және жеке қажеттіліктері мен мүдделерін қанағаттандыру мүмкіндігін қаншалықты үйрететініне байланысты. Ғылыми-педагогикалық әдебиеттерді талдау, практика нәтижелері білім алушылардың білім берудің жеке траекторияларын әзірлеу және іске асыру ұйымдық, құқықтық және ақпараттық тұрғыдан жеткіліксіз қамтамасыз етілгенін көрсетеді. Білім алушылар білім беру траекторияларын таңдауда және іске асыруда белгілі бір қиындықтарға тап болады. Білім алушылардың жеке білім беру траекториясы өзінің зияткерлік және жеке әлеуетін іске асыру жолы ретінде; білім беру мүдделері мен қажеттіліктерін еркін таңдау және қанағаттандыру құралы ретінде; дамудың жоғары деңгейіне қол жеткізу мүмкіндігі ретінде айқындалады. Зерттеу барысында жоғары және жоғары оқу орнынан кейінгі білім алушылардың жеке білім траекториясын тиімділікпен құрылуына тікелей байланысты екендігі ескеріліп, болашақ бастауыш сынып мұғалімдерінің жеке білім траекторияларын педагогикалық жобалаудың жетекші тенденциялары (даралау; субъективтіліктің жоғарылауы; сызықтық емес; ұтқырлық; полифурационизм) анықталды.