The use of adaptive technologies in primary education for the development of individual learning trajectories

Abstract

In the context of ongoing educational reform, there is an increased need to consider the individual characteristics of younger schoolchildren, including their cognitive style, level of learning readiness, emotional state, and pace of information perception. Purpose. The article is devoted to the pedagogical potential of adaptive technologies in primary education for the formation and implementation of individual educational trajectories of students. Methods. The study employs a set of general scientific and pedagogical methods, including analysis of scientific literature, comparative analysis, systematization of empirical data, and generalization of practical experience regarding the implementation of adaptive technologies in institutions of general secondary education. Results. The study confirmed that the use of adaptive technologies—such as digital educational platforms with elements of personalized content, machine learning algorithms for adjusting the learning process, and analytical tools for monitoring individual progress—contributes to enhancing students' motivation to learn, engagement, and academic performance. The effectiveness of implementing such technologies largely depends on teachers' readiness to work in a digital environment, the availability of appropriate technical infrastructure, and methodological support. Special attention is paid to the analysis of adaptive learning models that allow the creation of individual knowledge acquisition routes based on continuous feedback and dynamic adjustment of task complexity. Conclusions. It was substantiated that adaptive educational technologies serve as an effective means of individualizing the learning process, responding to each student’s needs in accordance with their personal pace of cognition. The implementation of such technologies in primary school ensures not only better academic success but also the development of self-organization and self-reflection skills, which are key to further educational growth. Promising directions for further research include the development of pedagogical models for implementing adaptive technologies within the Ukrainian educational context, as well as methods for evaluating the effectiveness of individual educational trajectories in primary school.