Readiness of teachers in scientifically oriented specialized education institutions to implement personalized learning through digital technologies

- Кочарян, Артур Борисович (orcid.org/0000-0003-3854-4532) (2026) Readiness of teachers in scientifically oriented specialized education institutions to implement personalized learning through digital technologies Перспективи та інновації науки, 2 (60). pp. 831-845. ISSN 2786-4952

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Abstract

The article examines the issue of teachers’ readiness in scientifically oriented specialized education institutions to implement personalized learning in the context of digital transformation of education. The relevance of the study is determined by the need to move from declarative use of digital technologies to pedagogically grounded personalization of the educational process, particularly in institutions focused on the development of students’ intellectual and research potential. The purpose of the study is to theoretically substantiate the structure of teachers’ readiness to implement personalized learning through digital technologies and to empirically analyze the level of its formation. The research is based on competency-based, systemic, learner-centered, and digital-didactic approaches. The methods applied include theoretical analysis and generalization, questionnaire survey, as well as quantitative and qualitative data analysis. The structure of teachers’ readiness is substantiated and includes motivational–value, digital-competence, methodological, and reflective–analytical components, which are interconnected and form an integrated system. A model of readiness levels (low, medium, sufficient, and high) is developed, reflecting the dynamics of teachers’ professional development in a digital educational environment. The empirical study was conducted through an online survey involving 327 teachers from different regions of Ukraine. The results demonstrate a high level of conceptual understanding of personalized learning and a generally positive attitude toward digital technologies. At the same time, an uneven formation of the readiness components was identified, particularly insufficient development of the methodo-logical and reflective–analytical components. Key barriers to the implementation of personalized learning were identified, and pedagogical conditions for enhancing teachers’ readiness were determined. The scientific novelty of the study lies in the comprehensive substantiation of the structure and levels of teachers’ readiness to implement personalized learning under conditions of digital transformation of education. The practical significance of the results consists in the possibility of their application in improving teacher professional development systems and advancing personalized educational practices in scientifically oriented specialized education institutions.

Item Type:	Article
Keywords:	personalized learning; teaching methodology; digital technologies; digital transformation of education
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.04 Education in relation to the educand, pupil. Guidance Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction
Divisions:	Institute of the gifted child > Giftedness Development Projection Department
Depositing User:	Артур Борисович Кочарян
Date Deposited:	05 May 2026 10:31
Last Modified:	05 May 2026 10:31
URI:	https://lib.iitta.gov.ua/id/eprint/749112

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