Keyword: «pedagogical design»

The article examines the problem of personalization of education in the context of designing individualized learning paths. It is substantiated that one of the possible mechanisms for their design can be the consideration of the intellectual profile of both students and teachers. Based on the analysis of scientific sources, the essence of personalization, the concept of individualized educational trajectory and the potential of the theory of multiple intelligences are revealed. Special attention is paid to the author’s position that intellectual profile should be considered not only as a characteristic of a student, but also as a factor of pedagogical design.

The article is devoted to the search for optimal means, methods, and conditions for forming students' readiness for physical and sports self-improvement. It reveals the possibilities of pedagogical design of processes of physical self-education, self-upbringing, and self-development, which are the basis for physical and sports self-improvement. We consider readiness for this type of activity as a state of the subject that ensures the productivity of voluntary physical and sports activities aimed at transforming one's physical and spiritual self. It has been determined that the main means of forming students' readiness for physical education and sports self-improvement is independent work, which is organized on the basis of students' mastery of the system of searching for and mastering physical education and sports knowledge, their ability to design the process of physical education self-improvement, acquire methodological and practical motor skills, develop psychophysical conditions, and enrich their subjective experience of independent physical education and sports activities. In the course of the study, it was established. that the use of the project method increases the effectiveness of the formation of students' readiness for physical education self-improvement, provided that the following pedagogical conditions are met: the organization of joint (teacher-student; student-student) project-research activities based on cooperation; the provision of students with the right to choose research project topics; the actualization of personal meanings and significant motives for physical education and sports activities; the integration of academic and extracurricular work on physical education for students; and the preparation of teachers for cooperation.

This article examines the issue of rethinking student independent work in the context of the digitalization of higher education. It is shown that the literature typically discusses three topics separately: organizing work in the Moodle e-learning environment, the advantages of mobile learning, and updating university didactic models. In this separate approach, the digital environment is often used merely as a file storage and control channel, while student independent work is reduced to a set of disparate tasks. Based on an analysis of publications, a concept for a digital framework for independent work is proposed, in which independent activity is designed as a continuously supported cycle of five interconnected elements: target, navigation, activity-based, control-reflective, and mobile. The novelty of this article lies not in the description of a single platform, but in its proposal of a framework for designing a university course so that independent work becomes manageable, transparent, and pedagogically meaningful. The practical significance of this work lies in the potential application of this concept to the design of higher and continuing education courses.

Digital transformation of education requires schools to rethink the information and educational environment (IEE), its holistic design on new grounds. The article puts forward and substantiates a conceptual model that relies on five priorities: contextual adaptability, formative analytics, hybridity, security and pedagogical UX. These priorities are interconnected. The material is addressed to researchers of pedagogical design, specialists in the development of educational platforms and heads of educational organizations.