Personalised and differentiated learning: The role of information environments in universities

Abstract

The article deals with the problem of differentiation and individualisation of the educational process of students. The article is a research study, as it proves the effectiveness of individualised learning based on a pedagogical experiment involving the implementation of individual educational trajectories in learning English. It also analyses students' trends and challenges in implementing individual educational trajectories while pursuing higher education. The study aimed to identify and substantiate the organisational and technical capabilities of differentiated and individualised learning as a resource for the student's personal growth and to ensure the quality of this education on the part of the educational institution. It is established that a student's transition to studying according to an individual educational trajectory is due to the development of the status of the student's subjectivity, which is characterised by their attitude to the educational process, motivation, and readiness to implement this trajectory. The possibilities of individualisation of learning are not limited to studying at a higher education institution but also to extracurricular activities, one of which may be competitive (Olympiad) or research activities. The experimental evaluation confirmed the effectiveness of the developed model of individualised foreign language learning, as evidenced by positive dynamics: 72% of students in the experimental groups improved their performance using the model proposed in the article. This is the average indicator for both the primary and corrective pathways. However, it is worth noting that the improvement rate was 7% higher in the group following the corrective individual pathway. The study's results substantiate the need to further develop this problem as an essential resource for students' self-development and self-improvement, enhancing the quality of modern higher education in Ukraine.