Gavrilyuk, T.V., Bocharov, V.Yu. & Pogodaeva, T.V. (2023) Educational strategies of first-year students under the conditions of individual learning pathways at the university. Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya. Sotsiologiya. Politologiya – Tomsk State University Journal of Philosophy, Sociology and Political Sci-ence. 74. pp. 166–175. (In Russian). doi: 10.17223 ...

Òåêñò ñòàòüè/âûïóñêà íà ñàéòå æóðíàëà URL: http://journals.tsu.ru/philosophy/&journal_page=archive&id=2378 (äàòà îáðàùåíèÿ 15.12.2023)

Abstract

The most significant innovations in the field of higher education that need to be comprehended by the scientific community include the transition of a number of Russian universities to personalized learning along individual educational trajectories, which radically changes agents' everyday practices within the educational space. Based on an empirical study conducted at the University of Tyumen in December 2022 (N = 1000), the educational strategies of first-year students in the context of individual educational trajectories have been considered in the article. Regarding studying at a university as a stage of the educational trajectory, which is part of the entire life path of a student, we use the temporal and value properties of the student's life world, their dynamics in the process of moving along an individual educational trajectory within the institutional space of the university as the basis for the typology of educational strategies. Factor analysis included the following components: 1) the meaning of past events (“Factors of the experience of studying at school”); 2) the value of relevant learning practices (“Factors of readiness for studying at a university (competence factors)” and “Factors of the principles importance of training within the individual educational trajectory”); 3) anticipation of the future - plans, goals, possible personal trajectories of life (“Factors of expectations from studying at a university” and “Professional prospects factors”). These groups of factors have been considered as independent empirical indicators and used as classification features for the subsequent differentiation of respondents into clusters. The result of the factor and cluster analysis is the typology of educational strategies of first-year students in the context of the implementation of the new educational model: “conformists”, “excellent students”, “activists”, “nihilists”; each of them has its own educational strategy at the university. Conclusions are drawn about the expediency of building such a typology at the beginning of the student's educational trajectory, as this allows making timely management decisions on the development of educational strategies desirable for the university and the labor market and the correction of tundesirable ones, as well as the possibility of further monitoring measurements.