- Арістова, Наталія Олександрівна (orcid.org/0000-0002-0943-8039) and Павельчук, Марина Олександрівна (orcid.org/0000-0002-9677-2130) (2026) Individualization and personalization of educational and cognitive activity of higher education students under the conditions of a blended format of educational process organization Перспективи та інновації науки, 2 (60). pp. 202-211. ISSN 2786-4952
![[thumbnail of 16.pdf]](https://lib.iitta.gov.ua/style/images/fileicons/text.png "16.pdf") |
Text
16.pdf Download (459kB) |
Abstract
The article examines the issues of individualization and personalization of learning and cognitive activity among higher education students in the context of a blended learning format that combines face-to-face, distance, and digitally mediated instruction. The current stage of higher education development is characterized by the active implementation of digital technologies, the transformation of traditional forms of interaction between teachers and students, and increased opens new opportunities to create flexible educational trajectories while simultaneously highlighting the need to ensure an individualized approach for each student, taking into account their educational needs, interests, learning pace, and level of preparedness. Analysis of recent research indicates that both international and Ukrainian studies emphasize the role of adaptive educational technologies, personalized online platforms, and digital tools in promoting student autonomy, metacognitive skills, and greater learning efficiency. The authors give special attention to distinguishing between the concepts of individualization and personalization, thereby enabling a more precise definition of didactic strategies and mechanisms for implementing modern blended learning. Ukrainian researchers stress that the effective implementation of individualized and personalized approaches requires integrating digital resources, actively using interactive platforms, and developing a collaborative relationship between teacher and student. The article theoretically substantiates that individualization of learning involves taking into account students’ individual characteristics by varying content, forms, and the pace of instruction. In contrast, personalization implies active student participation in designing their own educational trajectory, using digital tools, and self-regulating their learning. The authors identify didactic conditions for the effective implementation of personalized learning, including the creation of an adaptive digital learning environment, the integration of synchronous and asynchronous learning, the variability of tasks and assessment methods, and the development of reflection and self-assessment. To sum up, the blended learning format provides a favorable environment for implementing individualized and personalized approaches, enhancing student autonomy, supporting the development of key competencies, and ensuring flexibility in the educational process. Prospects for further research include developing didactic models for personalized blended learning, defining criteria for evaluating the effectiveness of individual educational trajectories, implementing digital educational platforms and intelligent technologies to support learning and cognitive activity, and empirically testing the effectiveness of the proposed approaches across various fields of higher education training.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |