FORMATION OF STUDENT INDIVIDUAL LEARNING TRAJECTORIES IN THE CREDIT-MODULE SYSTEM
Abstract
The transition to credit-module educational systems in higher education institutions worldwide has created unprecedented opportunities for personalizing student learning pathways. This article examines the theoretical foundations, methodological approaches, and practical implementation strategies for forming individual learning trajectories within credit-module frameworks. Drawing on comparative analysis of European, Asian, and post-Soviet educational systems, the paper identifies key factors that facilitate or constrain trajectory customization. The analysis reveals that effective individualization requires alignment between modular curriculum architecture, flexible progression mechanisms, and robust student support systems. Case studies from three universities demonstrate varying approaches to balancing standardization with personalization, highlighting the tension between quality assurance and learner autonomy.
Keywords
credit-module system, individual learning trajectory, higher education, curriculum design, student autonomy, educational pathways, Bologna process
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