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Социальные аспекты опыта студентов, обучающихся по индивидуальной образовательной траектории и в рамках поточно-групповой системы
In recent decades, Russian universities have begun to introduce educational programmes with individual educational tracks of students (IET). Unlike traditional intake-group programmes, in which a student learns in a permanent group from the moment of enrolment until graduation, such programmes involve education in temporary groups formed for a specific academic discipline. The question relevant for the research is the extent to which learning in such temporary groups may impact on the social aspects of students' experience, socialisation and integration in university life. Aim. The aim is to investigate the differences in the social integration and social experiences of students whose studies take place in a permanent group or in temporary groups formed for each academic discipline due to the characteristics of IET programmes. Methodology and research methods. The study is based on a qualitative methodology. Fifteen semi-structured interviews were conducted with students enrolled in intake-group and IET programmes. The transcripts of the interviews were analysed using thematic analysis. Results. The study revealed that stable social bonds formed in fixed groups, even despite the potential conflicts, whereas under IET, motivation to forming long- term relationships diminishes due to the transient nature of study groups. Fixed groups exhibit both positive (enhanced motivation through peer norms and academic rivalry) and negative effects (pressure on high-achieving students and dependence on the group’s overall performance). In contrast, IET programmes, while reducing group influence, grant students are provided with greater autonomy but limited opportunities for social integration – potentially undermining their university experience. Scientific novelty. Unlike existing research, which predominantly focuses on academic aspects of IET – such as course flexibility and personalised curricula – this study demonstrates that IET programmes may alter the social dimensions of student life, affecting peer interactions and the ability of forging lasting friendship relations. Practical relevance. The obtained outcomes can be used by heads of universities and heads of educational programmes implementing IET programmes, as well as academic and administrative professionals responsible for the successful adaptation and integration of students into the university community and their academic performance.