Academic Autonomy as a Prerequisite for the Formation of Readiness to Build an Individual Educational Trajectory

Abstract

The article is devoted to the development of an organizational and methodological model for implementing academic autonomy in a higher education institution. The study is aimed at forming students' readiness for the independent design of individual educational trajectories. Objective. The purpose of the article is to form an organizational and methodological model of using the academic autonomy of a higher education institution to form the readiness of applicants to independently design and implement an individual educational trajectory. Methods. The methodological framework is based on analytical and synthetic approaches. Comparative legal analysis and structural-functional modeling were applied. In addition, content analysis and matrix structuring of managerial decisions were used. The theoretical basis is formed by the provisions of the educational legislation of Ukraine. Internal regulations of universities were analyzed separately. Contemporary scholarly works on academic autonomy served as an important source of information. Issues related to tutoring support were examined. Results. Digital platforms and mechanisms for the personalization of learning were considered. A multi-level system for organizing an individual educational trajectory is proposed. It integrates tools for selecting educational components. A digital tutoring environment provides support for educational decision-making. A competency-based diagnostic matrix makes it possible to assess the level of students' readiness. The author developed matrices of managerial manifestations of academic autonomy. The architecture of digital support was designed. Indicators of students' educational autonomy were identified. The obtained results confirm the effectiveness of the proposed approach. Genuine personalization of learning requires coordinated interaction among regulatory procedures. Information services should be complemented by tutoring consultations. Systematic monitoring of educational decisions is a mandatory condition. Conclusions. The practical value of the study lies in the possibility of implementing the developed toolkit. The materials are appropriate for preparing internal university regulations. They facilitate the organization of academic advising. The proposed developments are suitable for creating digital educational services. The toolkit also provides a basis for comprehensive assessment of students' readiness to manage their own educational development. The scientific novelty of the study is determined by the holistic integration of managerial, methodological, and diagnostic components.