Conceptual foundations of designing a personalized adaptive educational process in the conditions of a digital university

Abstract

The article substantiates the conceptual foundations of designing a personalized adaptive educational process in the conditions of a digital university. It is shown that the digitalization of higher education involves not only technical upgrades of infrastructure but also a fundamental transformation of pedagogical models, which must shift from standardized and collective forms of learning to individualized, variable, and integrated forms within digital ecosystems. The relevance of the research is determined by the rapid growth of online education, the need for continuous professional development of specialists, and the demand for an effective combination of educational outcomes with labor market dynamics. The research highlights a set of pedagogical patterns of personalized adaptive learning that determine its content and dynamics in the conditions of digitalization. The key ones include the spread and modification of online formats, the growing practice-oriented nature of the educational process, and a gradual shift in focus towards short-term training programs that allow for the recording of relevant learning outcomes in a digital environment. The patterns that characterize personalized learning as a pedagogical process are revealed, in particular, the strengthening of the role of independence in learning, the integration of active and interactive methods, the development of a new culture of educational communication, and the improvement of the technological organization of the educational process. The principles of the concept of personalized adaptive learning have been identified and grouped into three blocks: general didactic, personality-oriented, and technology-enabling. General didactic principles ensure the integrity and systematic nature of the educational process; personality-oriented principles focus on individualization, effectiveness, motivational activity, and communicative interaction; and technology-enabling principles are aimed at integrating microlearning, adaptive digital tools, content actualization, transformation of the teacher’s roles, cyclical nature of educational outcomes, and automated monitoring. Their comprehensive application forms the methodological framework of the digital university model and allows for a balance between the needs of students and the demands of society and the economy. It is concluded that personalized adaptive learning is not only a methodological innovation but also a strategic basis for the development of the university, focused on improving the quality of education, developing student agency, and strengthening the competitiveness of higher education institutions in the global digital space.