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WAYS TO IMPRUVE THE EFFICIENCY OF STUDENT-CENTERED LEARNING IN RUSSIAN UNIVERSITIES
Kulikovskaya, G.; Kulikovskaya, N.
The purpose of the article is to consider possible ways to improve the efficiency of student-centered learning in Russian universities.
It is well known that the involvement of students in the management of higher education institutions (HEI), their active participation in the definition of individual trajectories of their professional training increases the motivation of students, and hence the quality of education. To do this, it is necessary not only to consolidate the principles of student self-government in the local regulations of the HEI, but to build mechanisms for the implementation of these principles. In particular, this can be expressed in the structure and content of educational programs developed in accordance with educational standards, consisting of the mandatory part and the part formed by the participants of educational relations. To bridge the gap between theory and practice in student training will help project-based learning. Inclusive education should be provided not only with infrastructure, but also with special training of lecturers, the inclusion of specialized adaptation modules in educational programs. To ensure the quality control of students ' knowledge, the professional level of teachers and the organization of the educational process, internal University quality management systems for training specialists are created, an important element of this system should also be the structure of student self-government. It is also necessary to understand that the student-centered learning is not limited to the educational process, and covers the organization of life of the student campus, the possibility of self-realization of students in various public organizations, in creative teams.
In the context of increasing the competitiveness of education in Russian universities, the article identified and justified ways to improve the effectiveness of the implementation of student-centered learning. In particular, it was revealed a high demand for the possibility of influencing students on their individual trajectories of education, self-realization through participation in projects, both in the educational process and in public life.
The study used the results of sociological research based on surveys of students and teachers, including online surveys, content analysis of the quality of education in Russian universities, as well as the practice of the educational process and extracurricular activities in Russian universities, including taking into account the personal experience of the authors. The results can be used for further development of student self-government in order to improve the quality of the educational process.