Keyword: «individual educational trajectory»

The modern system of higher education is at the stage of its internal structure active modernization in general, which is due to new, relevant requirements of the economic sphere and the “social order” of the state for training of competitive specialists with developed transversal competences and the ability to cope with constantly changing conditions. The purpose of this article is to define the concept of "individual educational trajectory" and related categories; consideration of the advantages of using an individual educational trajectory (IET) in the process of higher education in a historical context. To achieve this goal, the leading methodological approaches were used, among which an important place was given to the systemic, axiological, personality-oriented and reflexive approaches. The article provides a detailed theoretical analysis of the problem of introducing an individual educational trajectory into the system of higher education. The relevance of reforming the system of higher education in the context of the introduction of IET based on the legal aspect of this area is justified. A retrospective analysis of foreign and domestic experience in the development of ideas for the individualization of higher professional education in our country was made. The authors give a detailed analysis of the practice of introducing an individual educational trajectory in the leading universities of the Russian Federation with the definition of the training programs structure and the benefits of introducing IET. The theoretical significance of the introduction of an individual educational trajectory in accordance with the program to support universities "Priority 2030" is substantiated. The theoretical significance of the article lies in the substantiation of the substantive aspect of the definition of "individual educational trajectory"; analysis of the semantic correlation of this concept with related terms "individual educational route" and "individual educational program"; synthesis of the advantages of introducing an individual educational trajectory in the leading higher educational institutions of the Russian Federation. The practical significance of the article is in determining the theoretical basis for further construction of an experimental study of individual educational trajectory implementation in the Federal State Autonomous Educational Institution of Higher Education “Crimean Federal University named after V.I. Vernadsky".

The central challenges of modern pedagogical education relate not only to the professional training of preservice teachers but also to ensuring their sustainable psychological well-being in the context of high emotional stress, social responsibility, and systemic, constant changes in their field of work—education. Under these conditions, the development of consciousness in learning—students' ability to reflectively understand their own learning activities, select educational content, and consciously manage their educational process—is particularly important. Personal development relies on the development of consciousness of actions, which determines the subject's social position. According to the contextual approach, consciousness is a recursive process in which all phenomena—from the choice of a method for solving a problem to the evaluation of one's own performance—acquire meaning and significance depending on the context in which they are interpreted: in relation to oneself; the surrounding reality; and other people. The development of consciousness in learning, therefore, acts as a purposeful expansion of the student's field of awareness, a transition from perceiving learning as the fulfillment of external requirements to understanding it as a project for personal and professional development. This process is of fundamental importance for student teachers. The teaching profession makes high demands on the ability to act as the subject of one's own learning and continuous development. Psychological well-being in this profession is directly linked to the extent to which student teachers can fully understand their educational activities in broader contexts. This conscious position helps develop intrinsic motivation, a sense of meaning, and resilience to academic and, later, professional stress. However, traditional models of teaching student teachers are often limited to developing competences within the subject and methodological context, without emphasizing the importance of developing a reflective position and awareness of one's own educational process. This leads to a gap between external demands and students' internal resources, increasing the risk of burnout early in their professional careers. The aim of this article is to substantiate the need to develop consciousness in the education of student teachers as a predictor of their psychological well-being. The research methods used included analysis and synthesis of scientific literature on the development of consciousness in learning and the establishment of psychological well-being; a contextual approach to data interpretation; modeling of educational conditions conducive to the development of consciousness; and a pedagogical experiment to identify the relationship between the level of consciousness in learning activities and indicators of psychological well-being in student teachers. The study analyzed the works of Russian and international scholars in the field of developing consciousness in learning, the formation of psychological well-being in student teachers, and a contextual approach to understanding consciousness. The findings may be of scientific and practical interest to educational program developers, methodologists, and instructors at pedagogical universities focused on the personal and professional development of students. The results of the study can form the basis for improving training models for preservice teachers, including those through the implementation of individual educational trajectories for teacher training, tested in the practice of Vyatka State University.