Personalized Learning in the Context of a Competence-Based Paradigm of Higher Education

One of the challenges facing the Ukrainian education system is organizing a learning framework that takes into account the individual capabilities and needs of each student. This challenge is addressed by the modern model of personalized learning, which creates conditions for developing students' professional interests, allows them to choose an optimal pace, content, and complexity of educational material, and effectively utilizes modern digital technologies to establish an innovative learning environment. The main features of personalized learning include individualization, differentiation, informatization, self-management, alignment with educational standards and students' professional interests, social orientation, flexibility, and formative assessment. The experienced and personal focus of personalized learning aligns with the principles of a competence-based paradigm in higher education. It is argued that combining a personalized learning approach with a competence-based learning model enhances the efficiency of the educational process, and fosters independence, critical thinking, and professional orientation among students. Among the advantages of personalized learning are increased motivation, better alignment of course content with individual student needs, and more effective development of key competencies. However, challenges to its implementation in higher education are identified, including the need to enhance teaching skills and digital competence of instructors, the requirement for analytics of students' personal needs and capabilities, difficulties in managing and selecting individual learning trajectories (which place responsibility on students for achieving desired outcomes and acquiring necessary professional competencies), and the insufficient development of tools for assessing self-acquired competencies. The implementation of personalized learning involves a shift toward a management model of the educational process, emphasizing students' self-determination, their pursuit of knowledge necessary for developing professional competencies within their chosen specialty, and personal accountability for the effectiveness of the learning process