Individual educational trajectory as a factor in increasing academic motivation and independence of students in higher professional education

Abstract

The article examines individual educational trajectories (hereinafter referred to as IET) as an important pedagogical tool for increasing academic motivation and developing independent learning among students pursuing higher vocational education (dental technician qualification). The theoretical and methodological foundations of designing and implementing individual educational trajectories within the framework of modern approaches to professional training, in particular competence-based, personality-oriented, and activity-based approaches, are highlighted. It is emphasized that the implementation of IOT ensures that individual educational needs, the pace of learning, the level of prior training, and the professional interests of students are taken into account, which significantly increases the adaptability and flexibility of the educational process. The paper analyzes the potential of personalized educational paths as a mechanism for forming learning autonomy, responsibility for learning outcomes, and internal motivation for professional growth. It is shown that IoT contributes to the development of reflective skills, the ability to set learning goals, plan, monitor, and correct one’s own cognitive activity, which is crucial for the successful mastery of complex practical competencies in the medical field. Particular emphasis is placed on analyzing the impact of individualized approaches on the quality of professional competence formation in future dental technicians. It is noted that the design of IoT allows for strengthening the practical orientation of training, ensuring the variability and profiling of educational content, as well as creating conditions for more accurate alignment of educational tasks with the real needs of the dental industry and the expectations of the labor market. Based on the results obtained, it is justified that the use of IoT in the process of pre-higher professional education significantly increases the effectiveness of the educational environment, optimizes the formation of professionally significant competencies, and activates the subjective position of applicants. This ensures a higher quality of professional training for future specialists in the specialty of 221 Dentistry and contributes to their readiness for self-development, professional mobility, and lifelong learning.