STUDENT-CENTERED LEARNING AS A PEDAGOGICAL PROBLEM

Abstract

The article explores the application of a student-centered approach in the professional preparation of future educators, stressing the importance of outcome-based learning processes tailored to individual educational routes of a student, developing their ability to solve professional issues independently.

The authors have assessed the status of the research problem in fundamental pedagogical literature, which outlined the integration of the student-centered approach amid universities' adoption of the Bologna Process and shift to credit-based education.

The article provided a detailed review of the essence of "student-centered learning," covering its objectives, planning, organization, self-assessment mechanisms, interactive dynamics, teamwork, leadership cultivation, critical information gathering and analysis, analysis of educational and professional cases, as well as the synthesis of knowledge, principles for fostering individuality in students.

The paper highlights the university's experience in pioneering and implementing this approach as an innovative pedagogical method in higher education. The article's content serves a broader scientific purpose, elucidating the methodological underpinnings of student-centered learning in student preparation, thereby facilitating the effective development of professional competencies in practical contexts.