Keyword: «adaptability»

The relevance of the article content is associated with the need to expand the understanding of the advantages and problems of personalized learning. The goal is to show the relationship between personalized learning and the corresponding assessment of results in order to provide students with step-by-step monitoring of achievements including the adaptive assessment method. The existing practice of contact training, with all its advantages, cannot always provide high quality training for all students and take into account personal preferences. Therefore, personalized learning is attracting more and more attention in educational practice, which is actively developing in the era of digitalization and is influencing changes in approaches to learning, emphasizing the student-centered character and determining the search for new methods for assessing results. The article examines the historical origins of personalized learning and describes the factors that currently determine the personalization of educational activities. One of the advantages of this method is the freedom to choose topics and content of the material being studied, pace and conditions of learning. Taking into account the greater independence of students in the context of such training, the need to provide operational information about the level and quality of learning achievements is becoming more urgent for a prompt response to results, increasing learning motivation and developing self-assessment skills. The scientific novelty in the content of the article is due to a comprehensive consideration of a personalized approach to both learning and evaluating its results. The solution to this problem lies in the use of the theory and practice of pedagogical measurements and adaptive assessment methods, which are based on specialized software and tools. These tools ensure the selection of appropriate tasks according to the level of preparation of the students, and they can produce assessment results quickly and accurately. The complexity of designing these systems is shown to be due not only to technical and technological reasons, but also to the specific design of control and evaluation materials that provide for a comprehensive assessment of knowledge and competences. The theoretical significance of the article is due to the substantiation of the combination of learning processes and adaptive assessment with a personalized approach. In practical terms, to improve the effectiveness of this approach, developers can use an algorithm for co-designing learning and assessment materials.

The relevance of the problem of educational environments differentiation is due to the fact that with a sufficiently complete and in-depth study of such a pedagogical phenomenon as the educational environment, the question of systematization and generalization of scientific knowledge about certain types of educational environments regarding the specifics of the modern situation of socio-cultural development of an individual and society remains unclear. The authors of publications on the topic of educational environments mainly focus their attention on the study of some specific educational environment, at a specific educational level focused on achieving specific educational results. In addition, the specificity of scientific ideas about educational environments in domestic and foreign studies is not fully correlated both in terminological and substantive terms. The aim of the article is to generalize scientific ideas about educational environments, to substantiate the method of their differentiation in direct connection with the context of modern human existence. Systemic and competence-based approaches have been adopted as leading approaches to the study of the problem of differentiation of educational environments, since: 1) reliance on the systemic approach ensures integrity, consistency of research logic and validity of scientific conclusions; 2) the competence-based approach allows for an analysis of existing educational environments from the point of view of their influence on the formation of personality, on the one hand, and the possibilities for an individual to acquire new competences through involvement in the educational environment, based on personal existential choice. The main result of the article was the presentation of a new three-level approach to the differentiation of educational environments, which is an attempt to cover the entirety of the environmental diversity of the modern transitive world, in which the development, formation of personality and existence of modern people take place. The theoretical significance of the article lies in the attempt to cumulatively apply the results of psychological and pedagogical research dedicated to educational environments to solve the problem of educational environments differentiation in the context of modern life. The practical significance of the article lies in the fact that the obtained scientific result can serve as the basis for subsequent study of the entire variety of educational environments of formation, professional and personal self-realization, and the life of a modern person.

The article formulates the main pedagogical conditions for the formation of emotional intelligence of schoolchildren, subject to their participation in socio-cultural projects, provides an overview of domestic and foreign methods for the formation of emotional intelligence of schoolchildren, highlights criteria for the development of emotional intelligence of children and adolescents in the general education system, rele-vant for a multicultural environment. The article highlights the close relationship between the formation of emotional and social intelligence of students. The purpose of the study is to identify the most effective techniques and technologies for the development of individual components of emotional intelligence of schoolchildren through their participation in socio–cultural life, on the basis of a review of modern publications, to determine the factors that ensure the success of intercultural communication, tolerance, empathy, and communication skills. The main attention in the article is paid to the coordination of actions to establish the emotional intelligence of schoolchildren, taking into account individual and personal characteristics, socio-cultural and linguistic skills, cultural characteristics of the educational community as a whole.