Способствуют ли индивидуальные образовательные траектории лучшему развитию навыков студентов: эмпирическое исследование в российских вузах

Высшее образование в России. 2025. Т. 34. № 5. С. 29–48.

Maloshonok N., Музыка П. А., Shmeleva E., Shcheglova I.

In recent decades, an increasing number of educational programs offering students individual educational trajectories (IET) have appeared in Russian universities. It is believed that such programs better contribute to the development of students' generic skills due to a personalized approach and providing students with wide opportunities to choose courses that match their interests. However, at this moment, there is no empirical evidence to support this thesis. In this work, based on survey data (N=1647 students) collected at seven Russian universities combining traditionally fixed-group programs with IET programs, we tested the hypothesis that students studying in IET programs evaluate the development of their cognitive, communicative, socio-emotional and self-organization skills higher than their peers studying in a fixed-group format. We found that IET programs contribute to a higher development of students' cognitive skills, written communication, initiative and adaptability. Our findings can be explained by the suggestion that such programs, to a greater extent, contribute to the internal motivation of students to study at university and provide them with more new experiences that allow them to practice generic skills. The work is of interest to researchers in the field of higher education, university administrators, and university teachers aimed at developing student generic skills.

Keywords: generic skills, универсальные навыки, Student development, individual educational trajectory (IET), fixed-group format of study, choice of courses, индивидуальная образовательная траектория (ИОТ), поточно-групповой формат обучения, развитие студентов, выбор учебных дисциплин

Publication based on the results of: The formation of a national higher education system: key changes and their effects (2025)