Received 06.09.2023
Revised 12.11.2023
Accepted 24.12.2023
Retrieved from Vol. 26, No. 2, 2023
Pages 30 -34
Abstract
The article reveals the formation of the idea of individualization of education in the works of Jean-Jacques Rousseau, Johann Gottfried Herder, Helen Parkhurst, Maria Montessori, John Dewey, etc. On the basis of studying the works of foreign researchers, in particular, Ken Robinson, Diana Laurillard, Candace Thille, etc., the key theoretical aspects of the development of individualized learning are highlighted: diagnostics (collection and analysis of data about a person for understanding its needs, abilities and level of knowledge); personalization (development of educational programs, tasks and materials that meet the specific needs of each stu- dent); flexibility (providing opportunities for individual choice of learning method, pace and work schedule); self-regulation (instilling self-regulation skills and the ability to take responsibility for one’s own learning); feedback (constant monitoring and evaluation of learning achievements with the possibility of adjusting learning according to the results). The main mechanisms of practical implemen-tation of the idea of individualization of education in the American, British and Swiss education systems are revealed (personalizationof education by means of forming a digital educational environment; use of individual educational plans; dual education; variabilityof educational programs and courses; selection and processing of analytical data regarding the course of the educational process; co- operation teachers and parents in the educational process; development of creativity, independence and personal responsibility, etc.). The article proves that the individualization of learning as an actuality of scientific and educational progress in Ukraine and the world should be used with the latest pedagogical tools, aimed at creating a friendly atmosphere, mutual understanding and cooperation in theeducational institution. It is also important to develop mechanisms that provide, firstly, personal support and monitoring of individual development, level of education and upbringing, and secondly, clarification and resolution of pedagogical, psychological and social problems. It was established that the individualization of education in our time depends not only on the efforts of the education system, but also on the balanced joint work of all social institutions
Keywords:
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