Педагогічні та науково-педагогічні працівники, здобувачі освіти як суб’єкти адаптивної педагогічної системи

The article focuses on the activities of the Ukrainian non-governmental organization «School of Adaptive Management of Socio-Pedagogical Systems». It provides an overview of scientific sources describing the results of studies related to adaptive processes in the national education systems of Switzerland and the Netherlands, namely the influence of the quantitative composition of academic groups and the level of educators’ adaptive pedagogical competence on professional activities / learners’ productivity; the enhancement of adaptive pedagogical competence among teachers participating in coaching programs; and the study of lesson-research to develop self-efficacy and adaptive pedagogical behaviour. The article examines the theoretical foundations of adaptive learning, including: 1) the conceptual framework of the study («adaptation» «adaptability» «adaptivity» «adaptive learning» «professional adaptation» and «adaptive pedagogical competence»); 2) the structural components of adaptive learning (adaptive content; adaptive forms, methods, and technologies; and adaptive assessment); 3) the principles of adaptive learning; 4) the levels of implementation of the adaptive function in learning (individual, personal, and subject levels); 5) the functions of professional adaptation for pedagogical and academic staff in the educational field (psychological, developmental, motivational, and cultural functions); 6) the «dimensions of adaptive pedagogical competence» (subject-related, diagnostic, effectiveness of applied teaching methods, and academic group management); 7) the functional features of pedagogical and academic staff knowledge (declarative, procedural, and self-regulatory). The article highlights the positive aspects of adaptive learning for learners as well as for pedagogical and academic staff in higher education institutions.To identify the educational and research needs of postgraduate and PhD students, the author proposes original tasks for pedagogical disciplines focusing on the adaptive aspects of the educational process, including adaptive learning, adaptive/non-adaptive pedagogical actions, and criteria for their identification.A model of adaptive pedagogical competence for pedagogical and academic staff is presented, comprising the following components: knowledge content, competencies (planning, productivity, diagnostic, and didactic). The concept of «adaptive pedagogical competence» is further clarified.