1 Plekhanov Russian University of Economics (RUSSIAN FEDERATION)
2 Tula State Lev Tolstoy Pedagogical University (RUSSIAN FEDERATION)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 8445-8449
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.1876
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
Nowadays societies of different countries understand the urgency of open, life-long, non-stop, accessible professional education, thus, realizing the importance of creating open universities. Great mobility and international market requirements make different countries cooperate and recognize one another’s professional qualifications, and arrange their national higher education systems adjustable for the students from other countries.

The paper deals with the analysis of the possibilities of implementing students’ individual educational trajectories into the educational process at a contemporary teacher-training university. The process of introducing individual educational trajectories and adjusted learning route is considered as part of higher education modernization, and within the framework of society needs for qualified specialists capable of professional mobility. Working out an individual educational trajectory, students learn to make independent decisions and be responsible for them, extract the necessary information from a variety of sources and use it in accordance with the goals of their future professional activities.

One of the strategic goals of contemporary education is the transformation of the student into an active subject of his own studying, who, depending on his abilities, interests, inclinations and life plans, is psychologically ready and functionally prepared to build an individual educational trajectory, to conduct research, to get information from various sources and turn it into knowledge.

The implementation of adjustable educational programs becomes possible due to the active introduction of distance learning into the educational process which is based on information and communication technologies. They can become a real alternative to traditional education. This educational system is characterized by the opportunity to develop a dynamic cognitive activity of each student; by the effective feedback and interactivity; by individualization and differentiation of the learning process; by the formation of sustainable motivation for educational and cognitive activities. This is the way to create sufficiently favorable conditions for the development of educational independence in general and self-sustainable educational activities of students in particular.

One of the most important tasks of contemporary education is students’ mastering the skills and abilities of independent work, which is considered to be the basis for further life-long professional education. This issue is very relevant for students of all countries. The use of modern educational telecommunication technologies makes it possible to solve this problem by introducing into teaching a variety of test methods and tasks that allow students to exercise self-control and inherent regulation. The system of tasks for self-control and learning individualization, worked out by the authors of the paper, allows students to be proactive in studying; mobilize intellectual and volitional efforts to achieve educational goals; predict, design and plan educational activities; trigger their cognitive activity through inner motivation.
Higher education, individual educational trajectories, adjusted learning route accessible professional education, information and communication technologies.