PERSONALISED EDUCATIONAL TRAJECTORIES: ANDRAGOGICAL TRENDS IN THE SETTING OF SOCIETY'S DIGITALISATION
Abstract
The review article analyses the andragogical aspect of the design and implementation of a personalised educational trajectory (PET) in the digitalised education and society. The terminological analysis of the basic concepts of the study is carried out. It is analysed the results of modern scientific research in the field, which made it possible to identify the essential characteristics of PETs and their functionality. The author notes that the design and implementation of PET is an important condition for the professionalisation of adult education. Not only that, but it is substantiated that individual educational trajectories of adults are designed and implemented taking into account motivation, needs, personal life circumstances, previous experience, learning style, etc. Attention is drawn to the fact that PETs, in particular, are characterised by personalisation, dynamism and flexibility, adaptability, and focus on promoting the achievement of professional and personal growth goals. The levels of designing and implementing adult PETs are distinguished: value-motivational, contextual, content, technological, information and resource, evaluation and reflection. The actions of students and andragogues within the identified levels of PET design and implementation are specified. It is found that andragogical trends in education reflect the conceptual, content and procedural relevance of the lifelong learning concept and are driven by sociodemographic shifts at different levels, labour market needs, demand for personalised learning, technological innovations, etc. Attention is focused on such trends in education as: integration of digital technologies into the educational process; introduction of effective tools for assessing learning outcomes, ensuring the development of a personalised learning environment; growing demand for corporate training of employees; ensuring accessibility, adaptability and inclusiveness of learning; personalization of individual educational trajectories on the basis of andragogy and huitagogy. It is noted that digital solutions (artificial intelligence, VR/AR, adaptive platforms, etc.) as key tools for ensuring the effectiveness of the andragogical approach contribute to the personalisation, accessibility, and continuity of adult education.
Key words: adult education; personalised educational trajectories; andragogical trends in education; digitalisation.
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References
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