INTERPRETATION OF GENERAL EDUCATION, STUDENT-CENTERED, TRAINING MODELS, AND WORK FORMS SHAPED IN ACCORDANCE WITH THE CHALLENGES OF THE 21ST CENTURY

The article emphasizes that the student-centeredness of general education, interpreted as a crucial path confirmed in practice, is conditioned by the challenges of the 21st century. It is stated that in this process, students become active analyzers and applicators of knowledge and skills, engading in a dialogue to construct their own understanding, and the source of information can be not only the educator, but also the students themselves. The interactive approach is related to “Social Development”, which is based on students forming their own understandings of the topics they learn, where learning primainly occurs within a social relationship (communication) with the teacher or peers. The research provides a scientific commentary from a theoretical and technological perspective on the inquiry and research, problem-based, and project-based student-centered models of student-centered learning. It is shown that inquiry and research-based instruction is a model adapted to the teaching process of the scientific method, aligning learning with intellectual curiosity and is a student-centered approach. This constructivist-based instructional model begins with the student's prior knowledge and concepts, guiding them and toward the question and prompting them to take action to find an answer. The article presents problem-based learning as one of the student-centered instructional models. It is shown that when this model is applied, students are engaged in activities to solve problems that are aligned with the subject's content. Thinking about a problem, discussing it thoroughly, and working to solve it develops skills such as critical thinking, problem-solving, and communication. It is emphasized that both project-based and problem-based learning models share common features, as they are both student-centered. At the same time, the research notes that students' inability to often connect the knowledge they acquire during the learning process with real life also diminishes their interest in which learning. Sometimes it seems that the theoretical knowledge learned does not find its application in life. However, education is not just about learning theoretical knowledge, it also involves the application of that knowledge in real life. A project-based learning model is one of the effective alternatives for implementing this holistic approach. The authors of the article comment that in student-centered (interactive) training, work formats are structured in four ways: individual, pairs, groups, and whole-class work formats. When organized at the right time and in the right way, each of these four forms of activity can meet students' learning needs and yield effective results.