Tatyana I. Shykshina

The relevance of the study meets the conditions for the implementation of the Decree of the President of the Russian Federation "On the national development goals of the Russian Federation for the period up to 2030 and for the future up to 2036", including those with the aim of solving the problem of ensuring the accelerated implementation of digital technologies in the economy and social sphere. Considering the general provisions of this normative document for the development of education, it is necessary to admit that a modern educational organization requires competent personnel. It is important that the training of modern teachers requires the modernization of education, including professional education, where digital tools of educational activities should be widely introduced, included in the information environment of higher education institutions to ensure educational opportunities and improve the quality of education, including pedagogical education. The main objective of the study is to describe the possibilities of using adaptive learning in the context of digitalization of higher pedagogical education. The research is based on the following approaches, which constitute its methodological basis: systemic, personality-oriented and activity-competence. The research methods include analysis of domestic and foreign psychological and pedagogical literature (monographs, articles, etc.), synthesis of existing ideas, comparison, juxtaposition and generalization, analogy, as well as the study of regulatory documents, generalization of the pedagogical experience of university teachers and products of independent activity of students, conversation, observation. The novelty of the study consists, firstly, in the presentation of the author's ideas about the advantages of adaptive learning in the context of digitalization of education, which consist in the fact that this technology is aimed at implementing personalized learning, the purpose of which is to provide effective, efficient and individual learning paths to involve each student in the digital educational space. Secondly, in the description of the methods for constructing fundamentally new learning content using adaptive technologies in the discipline "Pedagogy" in the digital educational environment "Moodle", an attempt is made to generalize the effectiveness of such solutions. The results obtained during the study are based on the accumulated theoretical material and many years of the authors’ practical experience. The theoretical significance of the research results lies in the possibility of using the principles of adaptive learning in organizing the learning process in the context of digitalization of pedagogical education. The practical significance of the results of the research work lies in the possibility of their use in the development of educational and methodological tools for disciplines in the pedagogical field of training.