Keyword: «schuhart-deming cycle»

The article discusses the problem of organizing the individualization of the educational process of gifted schoolchildren. A theoretical model of the application of the Schuhart-Deming cycle (PDCA) for the continuous improvement of individual educational routes (IOM) is proposed. Based on the analysis of the theoretical literature, the key stages of the PDCA cycle in the context of the development and implementation of the IOM of gifted schoolchildren have been identified, and their importance for improving the effectiveness of individualization of learning has been substantiated. The advantages of the proposed model are shown, including flexibility, adaptability, efficient use of resources and the development of self-regulation skills among students. Unlike traditional, static approaches to IOM design, the PDCA cycle provides a dynamic process based on continuous monitoring of progress and making adjustments. Promising areas of further research are identified, related to the development of specific techniques and tools for the implementation of each stage of the cycle, as well as the adaptation of the model to different types of giftedness and educational contexts.