Keyword: «student needs»

The relevance of the study is connected with the growing popularity of distance learning due to digitalization, personalization of education, and the need for flexible conditions in the learning process. Questions about the real advantages and disadvantages of this form of education remain open, which makes our research relevant, it aims to assess students' attitude to distance learning and find ways to improve it. The purpose of the article is to collect ideas for improving the educational process by examining the pros and cons of distance learning from the perspective of students in different areas of training. In the course of the study, the opinions of students and their proposals were analyzed, and recommendations were developed for improving the educational process using distance learning. The authors also made a comparative analysis of approaches to organizing distance learning in other educational institutions and countries, which made it possible to consider advanced experience and identify the best educational practices. The results of the study show that most students appreciate the flexibility and accessibility of distance learning, the opportunity to combine study with work. The problems include technical difficulties, lack of live interaction with teachers and classmates, and limited opportunities for practical classes. Students suggested improving the learning process through the use of interactive methods (games, cases), timely updating of educational materials and establishing relationships between disciplines. The theoretical significance of the article lies in complementing the existing theoretical approaches to organizing distance learning, taking into account the specific needs of students. The practical value is that student recommendations can be used to improve the quality of distance learning, create more effective curricula, and improve interactions between students and teachers. These results are useful both for teachers seeking to change their approach to distance learning and for educational institutions to reconsider certain aspects of the educational process.

The relevance of this study stems from the increasing importance of academic advisors (curators) in universities as key figures in supporting students not only academically but also in their personal development. Contemporary challenges – such as the digitalization of education, the age diversity of student cohorts, and the growing demand for individualized learning paths–require curators to rethink their role and approaches to student engagement. The aim of this article is to assess how well the methods of organizational and pedagogical work carried out by academic curators meet the expectations and needs of students across various years and fields of study. The study is based on a comprehensive methodological approach, including a survey of 673 full-time students, 12 semi-structured interviews with academic curators, expert assessments, and content analysis using theoretical categories (self-determination theory, learner-centered approach, career orientation theory, etc.). This mixed-method design provided a multifaceted view of both students’ perceptions of curatorial support and the professional practices of the curators themselves. Key findings indicate that students primarily see curators as sources of adaptation and academic information during the early years of study. However, in later years, students express a growing need for support in career planning and personal motivation. Interviews with curators highlighted the necessity for a flexible, age-sensitive model of guidance, as well as a lack of clear criteria for evaluating the effectiveness of their work. Additionally, some areas of extracurricular programming – especially those related to civic and moral education – were found to be less aligned with students' interests, indicating a need for more personalized and engaging formats. The theoretical significance of this article lies in expanding the academic understanding of curatorial work through an interdisciplinary lens. Its practical value is in providing recommendations for individualizing curatorial practices, increasing their effectiveness, and fostering student independence, responsibility, and active participation in the educational process. The findings can inform the development of advisory programs and broader youth engagement strategies in higher education institutions.