A DIFFERENTIATED APPROACH TO THE FORMATION OF PROFESSIONAL COMPETENCIES IN UNIVERSITY STUDENTS

Актуальні питання культурології. Випуск 24/2025 93 5. Schmager S., Pappas I. O., & Vassilakopoulou P. Understanding Human-Centred AI: a review of its defining elements and a research agenda. Behaviour & Information Technology, 2025. Р. 1-40. UDC 37.015 ПРОЦЕС ФОРМУВАННЯ ГУМАНІСТИЧНИХ ЦІННОСТЕЙ В УЧИТЕЛІВ Лала Маммедова ТЕЙМУР – докторантка, Азербайджанський державний педагогічний університет, Баку. Це дослідження досліджує розвиток гуманістичних цінностей у педагогів та сучасні фактори, що впливають на цей процес. Цінності – це фундаментальні принципи, що спрямовують людську поведінку та слугують як об’єднуючою, так і розділяючою силою в суспільстві. Передача цих цінностей є важливою для сталості суспільств, що, в першу чергу, забезпечується через сім’ю та освіту. Оскільки сім’ї докорінно змінилися в сучасну епоху, школа нині є основним способом передачі цінностей. Процес освіти допомагає людині зростати інтелектуально, соціально та морально. Він також формує її особистість і допомагає їй вписатися в суспільство. У цьому контексті педагоги служать не лише носіями знань, але й взірцями, які втілюють і культивують цінності. Дослідження показує, що культивування гуманістичних цінностей досяжне завдяки навмисному та емпіричному навчанню. Під час навчального процесу здобувачі вищої освіти беруть участь в автентичних або змодельованих педагогічних сценаріях, отримують зворотний зв’язок та оцінюють власну роботу, сприяючи розвитку таких цінностей, як емпатія, розуміння, відповідальність та взаємоповага. Групове навчання та рефлексивне мислення є важливими частинами цього процесу. Студенти розвиваються як професійно, так і морально, коли навчаються та спілкуються в невеликих групах. Культивування гуманістичних цінностей – це тривала та безперервна справа, яка дає ефективніші результати в атмосфері довіри, поваги та співпраці. Ключові слова: гуманістична освіта, гуманістичні принципи, сучасна освіта, педагогічні принципи. Стаття отримана 20.10.2025 Стаття прийнята 18.11.2025 Стаття опублікована 26.12.2025 UDC 378.147:005.336.2 A DIFFERENTIATED APPROACH TO THE FORMATION OF PROFESSIONAL COMPETENCIES IN UNIVERSITY STUDENTS Mehbanu Verdiyeva ALIMURAD – Doctoral Student, Azerbaijan State Pedagogical University, German Language Teacher, Secondary School No. 38, Sumgait https://orcid.org/0000-0002-0849-3933 doi електронна The article examines the scientific-theoretical foundations and practical significance of a differentiated approach to the formation of professional competencies in students of higher pedagogical institutions. It substantiates the necessity of taking into account students’ individual characteristics, learning styles, and professional interests in the teacher training process. A differentiated approach enhances the level of professional competence by developing students’ creativity, responsibility, and reflective abilities, while also fostering motivation, autonomy, and adaptability in professional contexts. Consequently, the article provides scientific and methodological foundations for implementing competence-based individualized instruction in higher pedagogical education and for promoting the training of innovative, reflective, and learner-centered teachers. Key words: professional competence, differentiated approach, higher education, student, pedagogical activity, reflection, individualized instruction. Introduction. The modern pedagogical education system functions as a strategic domain directly linked to a society’s socio-economic development, scientific-technological progress, and integration into the global educational space. The main objective of this system is not merely the transmission of knowledge but the preparation of modern teachers who think creatively, possess critical analytical abilities, and demonstrate high professional competence. The dynamic development of society demands that teachers acquire not only subject-specific knowledge but also communicative, innovative, and reflective skills. Therefore, the primary task of higher pedagogical institutions is to ensure the systematic and purposeful formation of students’ professional competencies. The concept of professional competence is regarded in contemporary pedagogical research as a © Mehbanu Verdiyeva ALIMURAD., 2025 Стаття поширюється на умовах ліцензії CC BY 4.0 Альманах наукового товариства «Афіна» кафедри культурології та музеєзнавства Рівненського державного гуманітарного університету 94 multidimensional and complex category. It is not limited to the acquisition of theoretical knowledge but also encompasses such qualities as a person’s value system, ethical stance, sense of responsibility, creative potential, and decision-making ability. From this perspective, professional competence represents a dynamic indicator reflecting the synthesis of knowledge, skills, and personal qualities [1]. In the educational process, the formation of these competencies cannot be achieved through standardised curricula and uniform approaches. Each student possesses distinct cognitive styles, learning paces, interests, and motivations. Instruction that disregards these differences often results in mechanical memorisation and fails to create conditions for the deep development of competencies. For this reason, the concept of differentiated instruction is recognised as a key methodological direction in contemporary education. Differentiated instruction entails the individualisation of the teaching process by taking into account students’ personal-psychological characteristics, interests, needs, and learning potential. This approach ensures that the content, methodology, and assessment mechanisms of teaching are constructed in a learner-centred manner. Consequently, the educational process extends beyond the mere transfer of information, fostering a creative environment that promotes active participation, self-expression, and self-development. Research conducted in this field demonstrates that differentiated instruction not only enhances learning effectiveness but also plays a crucial role in developing students’ reflective attitudes toward their own activities, independent decision-making skills, and social adaptation. Moreover, such an educational environment strengthens students’ sense of cooperation, empathy, and collective responsibility – all of which are essential prerequisites for future pedagogical practice. Thus, this article explores the theoretical foundations, pedagogical and psychological mechanisms, and practical applications of differentiated instruction in the process of forming students’ professional competencies in higher pedagogical education institutions. The aim is to provide a scientific rationale for the influence of personalised learning on competency-based education and to propose effective methodological directions in this field. Theoretical Foundations of Differentiated Instruction. The concept of differentiated instruction, as one of the fundamental categories in pedagogy and psychology, represents a learning model based on the individual characteristics of the learner. This approach seeks to enhance the efficiency of the educational process by considering students’ individual abilities, cognitive styles, learning speeds, and motivations. The idea of differentiated learning is the product of longterm pedagogical and scientific development and is rooted in the traditions of classical humanistic pedagogy, particularly the concept of learner-centred education. One of the key principles forming the theoretical basis of this approach is L. S. Vygotsky’s concept of the zone of proximal development. Vygotsky asserted that the learning process should not be confined to the acquisition of ready-made knowledge but should also activate the learner’s potential developmental capacities [2]. This idea scientifically substantiates the importance of planning education at the individual level and monitoring personal progress. Thus, differentiated instruction serves as the practical manifestation of Vygotsky’s principle that “learning precedes development.” D. Kolb, who advanced the theory of experiential learning, demonstrated that knowledge is not acquired passively but is internalised through experience and reflection. His four-stage learning model – concrete experience, observation, abstract conceptualisation, and active experimentation – explains the flexible and adaptive nature of learning that underlies differentiated instruction [3]. This model enables the teacher to identify students’ learning styles and adapt teaching strategies to those differences. As a result, the learning process becomes more dynamic, creative, and motivating. Another significant theoretical foundation of differentiated instruction lies in the «reflective practitioner» and «competent teacher» models developed by L. Shulman and D. Schön [4]. According to these models, a competent teacher is not merely a transmitter of knowledge but a reflective professional capable of analysing and improving their own practice. Shulman’s concept of «domains of professional knowledge» – subject matter knowledge, pedagogical content knowledge, and curricular knowledge – demonstrates that effective teaching requires an integrative approach that considers learners’ diverse experiences and backgrounds. This further strengthens the scientific basis of differentiated instruction, as each student is guided according to their individual developmental trajectory. In Azerbaijani pedagogy, significant scholarly directions have also emerged concerning differentiated instruction. M. Ilyasov’s views on the systemic nature of the pedagogical process elucidate its complex and multilevel structure [5]. R. Alizade and A. Huseynzade, in their studies on the application of differentiated instruction in teacher training, have shown that without considering students’ individual developmental levels and learning needs, achieving high-quality professional preparation is impossible. As they emphasize, differentiated instruction must be systematically integrated into the content, methodology, and assessment criteria of teaching. Актуальні питання культурології. Випуск 24/2025 95 The theoretical foundations of differentiated instruction are also closely linked to the principles of modern constructivist and humanistic pedagogy. These perspectives regard learning as a process through which the learner constructs, interprets, and individually develops their own experience. Consequently, differentiated learning not only recognises individual differences but also transforms them into a driving force of development. Therefore, the theoretical framework of differentiated instruction has emerged from the synthesis of various scientific directions: psychologically, it draws upon theories of individual development and motivation; pedagogically, it is grounded in learner-centred and competency-based teaching models; and methodologically, it rests on reflective and experiential learning concepts. This approach represents an essential conceptual framework that supports the scientifically grounded transformation of modern higher pedagogical education. Pedagogical and Psychological Aspects of Differentiated Instruction in the Formation of Professional Competencies Differentiated instruction places at the centre of the pedagogical process the recognition and development of individuality. It is not merely a teaching technology but also a mode of pedagogical thinking that is grounded in mutual respect, collaboration, and a growth-oriented relationship between teacher and student. Within this framework, the teacher’s role shifts from that of a transmitter of knowledge to that of a facilitator who reveals students’ potential and cultivates their cognitive and emotional capacities. From a pedagogical standpoint, differentiated instruction ensures the implementation of learner-centred and humanistic principles within the teaching process. In such a model, the focus is directed not solely toward learning outcomes but toward the process of learning itself – that is, how students comprehend knowledge, how they apply it, and under what learning conditions they achieve the best results. This individualisation of instruction enhances students’ interest in learning, intrinsic motivation, and inclination toward self-actualisation. From a psychological perspective, differentiated instruction relies on the internal mechanisms of human activity. Research by Vygotsky, Rubinstein, and Leontiev demonstrates that learning is not only the result of external influences but also the product of internal motivations, goals, and emotional states [7]. Consequently, in a personalised learning environment, the student is viewed not merely as a subject of learning but as a developing personality. Their interests, emotions, decision-making tendencies, and selfreflective capacities become integral components of the pedagogical process. One of the psychological advantages of differentiated instruction lies in its ability to foster a positive selfconcept among students. When each learner is able to evaluate their achievements on a personal level, they begin to perceive themselves as successful and capable individuals. This, in turn, enhances their motivation to learn and creates favorable conditions for the continuous development of their competencies. Recognising and valuing individual differences in learning strengthens students’ self-confidence, reduces the fear of failure, and contributes to the establishment of a positive emotional climate. From a pedagogical perspective, differentiated instruction requires teachers to possess flexible planning, observation, analytical, and reflective skills. The teacher must identify the individual capacities of students, dynamically monitor their levels of knowledge and skills, and adjust instructional strategies accordingly. The use of tasks with varying levels of difficulty, the implementation of multi-vector assessment criteria, and the development of individual learning plans are essential components of this process. Moreover, differentiated instruction fosters the development of reflective thinking and self-assessment skills in students. Through the process of analysing their own achievements, identifying challenges, and designing personal strategies to overcome them, learners cultivate professional reflection. Reflective ability, in turn, is considered one of the key indicators of pedagogical competence. Thus, the pedagogical and psychological aspects of differentiated instruction represent two interrelated dimensions: the pedagogical aspect ensures structural and methodological flexibility in teaching, while the psychological aspect promotes the emotional and motivational development of the learner. The synthesis of these two components endows the educational process with both scientific and humanistic value – creating conditions for the systematic formation of professional competencies based on the individual potential of each student. In such a model, differentiated instruction is perceived not merely as the recognition of differences but as the transformation of these differences into resources for development. In this sense, it marks a new stage in pedagogical thought and fully aligns with the learner-centred paradigm of modern higher education. Mechanisms for Implementing Differentiated Instruction in Higher Pedagogical Education (Extended Version). The implementation of differentiated instruction in higher pedagogical institutions requires systematic pedagogical planning, scientific-methodological support, and new forms of teacher–student interaction. This approach transforms not only the methodology of teaching but also its philosophical, psychological, and organisational foundations. In the contemporary educational environment, these mechanisms operate as a comprehensive system that prioritises individual development, making the learning process adaptive, flexible, and learner-oriented. Альманах наукового товариства «Афіна» кафедри культурології та музеєзнавства Рівненського державного гуманітарного університету 96 1. Individualised Learning Tasks. One of the core mechanisms of differentiated instruction involves designing learning tasks that take into account students’ individual levels of preparedness, interests, and cognitive abilities. By providing tasks of varying complexity on the same topic, the teacher creates learning conditions tailored to each student’s level of understanding. Such an approach upholds the principle of equal opportunities while ensuring the individual pace of progress for each learner. These tasks should encompass both theoretical and practical components, stimulating analytical thinking, problem-solving, and creativity. Research indicates that the application of individualised assignments enhances students’ motivation, deepens their understanding of educational material, and leads to more sustainable learning outcomes. 2. Group and Project-Based Work. Differentiated instruction proves effective not only in individual work but also in collaborative and project-based activities. The joint participation of students with diverse abilities and interests fosters cooperation, mutual learning, and a sense of social responsibility. Project-based learning enables students to work independently on solving specific problems, make decisions, and present outcomes. Such forms of activity strengthen initiative, leadership, and critical thinking skills. At the same time, project assignments provide opportunities to apply theoretical knowledge to real pedagogical situations – one of the central principles of the competency-based learning model. 3. Reflection and Self-Assessment. Reflection and self-assessment mechanisms hold a crucial place in the process of differentiated instruction. Students do not merely acquire knowledge but also analyse their own learning performance, identify strengths and weaknesses, and develop strategies for improvement. Consequently, they transition from passive recipients of knowledge to active participants in the educational process. For teachers, reflection serves as a valuable source of information: it allows them to observe students’ developmental dynamics, motivation levels, and learning styles. Self-assessment, in turn, fosters a sense of responsibility, cultivates an objective attitude toward learning outcomes, and stimulates independent learning. 4. Mentorship and Individual Guidance Systems. Within the framework of differentiated instruction in higher pedagogical education, mentorship mechanisms play a vital role. Mentorship fosters a relationship of trust and reciprocal learning between the teacher and the student. The teacher-mentor develops a personalised educational strategy, designs an individual development plan, and monitors the learner’s progress throughout the academic process. This system supports not only academic progress but also social and emotional development. The mentor functions not merely as an academic advisor but also as a motivational and guiding figure. Through such mentorship, students gain the ability to define their educational trajectories and set realistic personal and professional goals. 5. Application of Information and Communication Technologies (ICT). The effective implementation of differentiated instruction in modern higher education is inseparable from the use of information and communication technologies. Digital learning platforms, adaptive learning software, online testing, and personalised assessment systems provide learning environments tailored to individual student needs. These technologies enable teachers to monitor students’ learning pace, provide instant feedback, and deliver individualised support. Moreover, ICT tools enhance students’ ability to plan and manage their own learning processes, thereby strengthening their self-directed learning and reflective skills. 6. Adaptive Organisation of the Learning Environment The adaptability of the learning environment is a key factor in the successful implementation of differentiated instruction. This includes considerations such as the comfort of physical space, accessibility of resources, and the use of interactive learning tools. An adaptive environment directly influences students’ emotional well-being, motivation to learn, and culture of collaboration. The creation of an open, creative, and supportive atmosphere in higher education institutions maximises students’ potential and provides a fertile ground for the development of their professional competencies. Thus, as a result of the implementation of differentiated instruction, the educational process evolves from a static to a dynamic and adaptive system. Students are not merely learners but active participants and co-designers of the learning process. This transformation translates the essence of the competency-based approach in pedagogical education into practical reality. Practical Outcomes and Recommendations (Extended Version). Актуальні питання культурології. Випуск 24/2025 97 Research and observation reveal that the purposeful implementation of a differentiated approach in higher pedagogical education institutions enhances both the quality and effectiveness of the learning process at all stages – from planning to assessment. The practical application of this approach facilitates students’ development not only in terms of knowledge and skills but also in their system of values. Practical Outcomes. Based on empirical observations and pedagogical experiments, it has been determined that the implementation of differentiated instruction results in the following outcomes:  Increased motivation and interest in learning. When instructional tasks are tailored to students’ individual interests and abilities, their emotional engagement in the learning process deepens, and they begin to perceive themselves as valuable participants in this process.  Development of self-analysis and self-regulation skills. Students learn to assess their own knowledge levels, identify shortcomings and achievements, and approach their academic work with greater awareness and responsibility.  Formation of professional reflection. Through analysing their own performance, students gain the ability to draw meaningful conclusions from experience and to plan strategies for future professional activities.  Enhancement of creativity and critical thinking. Individualised tasks and project-based learning activities stimulate students’ capacity for non-standard thinking, problem-solving, and generating original ideas.  Increased responsibility and independence. Students who take responsibility for their own learning processes become more proactive and systematic in their future pedagogical practice. These findings once again confirm that a differentiated approach is a crucial factor in the formation of pedagogical competence and directly influences the quality of teacher training. Recommendations. In light of the results discussed above, the following scientific and methodological recommendations are proposed to ensure a broader application of differentiated instruction in higher pedagogical education: 1. Strengthening the theoretical and methodological foundations of differentiated instruction within educational programs. To achieve this, curricula should include distinct sections dedicated to learner-centred and competence-based components. 2. Incorporating reflective practice and individual teaching strategies into teacher training courses. Future teachers should not only understand how learning occurs, but also why and for what purpose it occurs. They should be equipped with the ability to conduct reflective analysis of their own professional activities. 3. Developing and implementing differentiated assessment criteria in the learning process. Students’ knowledge should be evaluated not only based on final outcomes but also in terms of individual developmental dynamics. Such an approach ensures both objectivity and fairness in assessment. 4.Establishing institutional systems of mentorship and coaching. Assigning an individual advisor or mentor to each student in higher education institutions would allow for close monitoring of their academic and professional progress. This system serves as an effective tool for sustaining motivation and supporting self-development. 5. Creating personalised digital learning environments. Adaptive platforms based on information and communication technologies can provide students with learning conditions suited to their pace and style, while enabling teachers to offer real-time, individualised feedback. 6. Piloting and testing differentiated instruction models in practice schools. Implementing this approach as a pilot project in schools affiliated with higher pedagogical institutions would enhance both the quality of teaching and the research potential of these institutions. 7. Integrating differentiated instruction modules into teacher professional development programs. It is essential to organise training sessions for in-service teachers on personalised teaching technologies, methods of psychological observation, and adaptive assessment strategies. 8. Strengthening the culture of collaboration and knowledge exchange within educational institutions. Mutual learning, joint projects, and collaborative research among teachers and students would significantly increase the practical effectiveness of differentiated instruction. By implementing these recommendations, the system of higher pedagogical education can evolve into a modern, learner-centred, and competence-based model that responds to students’ individual characteristics, learning styles, and professional interests. Thus, differentiated instruction should be viewed not only as a teaching methodology but also as a strategic approach ensuring the qualitative transformation of higher education. Conclusion. Differentiated instruction represents a vital methodological direction in the process of forming students’ professional competencies in higher pedagogical education. This approach imbues the pedagogical process with new philosophical meaning, placing the individual – along with their uniqueness, potential, and Альманах наукового товариства «Афіна» кафедри культурології та музеєзнавства Рівненського державного гуманітарного університету 98 developmental needs – at the centre of learning. Research demonstrates that considering individual traits, learning styles, and professional interests in the teaching process fosters a more conscious, responsible, and creative attitude toward learning among students. As a result of differentiated instruction, the student transforms from a passive recipient of knowledge into an active participant who plans, analyses, and evaluates their own learning. This process creates the essential conditions for the formation of pedagogical competence, since competence is not merely a set of knowledge and skills but also the ability to evaluate one’s own actions reflectively. In higher pedagogical education, differentiated instruction not only enhances the quality of teaching but also elevates teacher–student relationships to a more democratic and creative level. In such an environment, a culture of collaboration, mutual respect, and integrative learning is cultivated. Monitoring individual progress and applying personalised assessment systems ensure the objectivity of educational outcomes, making the learning process transparent and motivating. Furthermore, this approach supports the development of essential competencies such as selfimprovement, social adaptation, innovative thinking, and professional ethics. Therefore, a differentiated learning environment functions as a comprehensive pedagogical system that ensures both the intellectual and emotional development of students. The implementation of a differentiated approach in higher pedagogical education institutions:  builds teacher–student interaction on humanistic principles;  allows for the monitoring and guidance of individual learning trajectories;  grounds learning outcomes in measurable and realistic indicators;  ensures the preparation of competent, independent, creative, and innovation-oriented teachers. In conclusion, the differentiated approach can be regarded as a developmental concept that forms the foundation of a learner-centred and competence-based model of modern pedagogical education. Its systematic implementation contributes to continuous progress in teacher professional training, the full realisation of individual potential in the learning process, and, ultimately, the humanisation of education as a whole. References 1. Shulman L. The Signature Pedagogies in the Professions. Daedalus, 2005. 134 (3). Р. 52–59. 2. İlyasov M. İ. Pedaqoji prosesin sistem xarakteri. Bakı : ADPU nəşriyyatı, 2018. 3. Əlizadə R. Q. Pedaqogikanın əsasları. Bakı : Təhsil, 2016. 4. Hüseynzadə Ə. Ali pedaqoji təhsildə müasir təlim texnologiyaları. Bakı : Elm və təhsil, 2020. 5. Verdiyeva M. Ə. Ali pedaqoji təhsil müəssisələrində tələbələrdə peşə səriştəliliyinin formalaşdırılması işinin sistemi. Dissertasiya işi, Bakı, 2025. 6. Hüseynzadə Ə. Ali pedaqoji təhsildə mьasir təlim texnologiyalarэ. Bakı : Elm və Təhsil, 2020. 7. Məmmədova S. Q. Mьasir təhsil sistemində diferensiallaюdэrэlmэю təlimin tətbiqi problemləri. Bakı : ADPU Nəşriyyatı, 2022. 8. Rzayeva L. T. Tələbələrin idrak fəallэрэnэn inkiюafэnda fərdi yanaєma prinsipləri. Bakı : Təhsil, 2024. 9. Vıqotski L. S. Mysleniye i reč. Moskva: Pedagogika, 1984. 10. Kolb D. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ : Prentice-Hall, 1984. 11. Schön D. Educating the Reflective Practitioner. San Francisco : Jossey-Bass, 1987. 12. Shulman L. The Signature Pedagogies in the Professions. Daedalus, 2005. 134 (3). Р. 52–59. 13. İlyasov M. İ. Pedaqoji prosesin sistem xarakteri. Bakı : ADPU nəşriyyatı, 2018. 14. Əlizadə R. Q. Pedaqogikanın əsasları. Bakı : Təhsil, 2016. 15. Hüseynzadə Ə. Ali pedaqoji təhsildə müasir təlim texnologiyaları. Bakı : Elm və təhsil, 2020. 16. Leontyev A. N. Dejatelnost. Soznanie. Lichnost. Ваki : Nauka. 1977. 17. Rubinşteyn S. L. Osnovy obşey psixologii. Baku : Pedagogika, 1989. 18. Verdiyeva M. Ə. Ali pedaqoji təhsil müəssisələrində tələbələrdə peşə səriştəliliyinin formalaşdırılması işinin sistemi. Dissertasiya işi, Bakı, 2025. УДК 378.147:005.336.2 ДИФЕРЕНЦІЙОВАНИЙ ПІДХІД ДО ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНЦІЙ У СТУДЕНТІВ УНІВЕРСИТЕТУ Мехбану Вердієва АЛІМУРАД – докторант, Азербайджанський державний педагогічний університет, Баку. Вчитель німецької мови, Середня школа № 38, Сумгаїт Актуальні питання культурології. Випуск 24/2025 99 Розглядаються науково-теоретичні основи та практичне значення диференційованого підходу до формування професійних компетенцій у студентів вищих педагогічних закладів. Обґрунтовується необхідність врахування індивідуальних особливостей студентів, стилів навчання та професійних інтересів у процесі підготовки вчителів. Диференційований підхід підвищує рівень професійної компетентності, розвиваючи креативність, відповідальність та рефлексивні здібності студентів, а також сприяючи мотивації, автономності та адаптивності в професійному контексті. Отже, стаття пропонує науково-методологічні основи для впровадження компетентнісного індивідуалізованого навчання у вищій педагогічній освіті та сприяння підготовці інноваційних, рефлексивних та особистісно-орієнтованих вчителів. Ключові слова: професійна компетентність, диференційований підхід, вища освіта, здобувач вищої освіти, педагогічна діяльність, рефлексія, індивідуалізоване навчання. Стаття отримана 4.10. 2025 Стаття прийнята 26.10. 2025 Опублікована 26.12. 2025 UDC 373.3:37.015.3 MAIN FACTORS DETERMINING THE PERSONALITY-ORIENTED PEDAGOGICAL PROCESS IN PRIMARY EDUCATION Aida Zeynalova BABAK – Doctoral Student, Azerbaijan State Pedagogical University https://orcid.org/0009-0008-7179-7842 doi [email protected] The article examines the essence and implementation mechanisms of personality-oriented educational technologies in primary school teaching. It highlights that ensuring a personality-centered approach in the learning process requires the teacher’s pedagogical competence, creative activity, and ability to adapt instructional content to students’ individual needs and developmental characteristics. The study emphasizes that effective realization of personality-oriented education depends on creating a positive socio-educational environment, strengthening teacher– student interaction, and developing learners’ self-regulation and self-assessment skills. Fundamental principles such as individuality, emotional-value orientation, and the subjectivity of the learning process are analyzed. The article concludes that personality-oriented teaching contributes to students’ cognitive independence, motivation, and selfawareness, thereby improving the overall quality of education in primary schools. Key words: personality-oriented education, primary school, pedagogical technology, individual development, socio-educational environment, teacher competence The Essence and Importance of Personality-Oriented Education The fundamental essence of personality-oriented education lies in the central role it assigns to the formation of the learner’s personality. The entire learning process is focused on the upbringing and development of the student as an individual. Alongside all stages and levels of education, the organization and implementation of primary education on this basis and with such content constitutes one of the most significant pedagogical challenges of our time. Naturally, addressing this challenge depends on a range of factors and the fulfillment of specific conditions. There are several factors that determine the implementation of a personality-oriented approach in primary education, which may be systematized as follows: 1. Rapid changes in modern society. Contemporary society is changing rapidly and continuously. Under these conditions, the issue of developing individuals capable of correctly perceiving themselves and the growing demands of society, possessing high moral qualities and ethical awareness, and being able to assess their own behavior adequately, becomes increasingly urgent. This creates the necessity of directing primary education towards the development of the learner’s personality from the earliest grades. 2. The purpose of modern education. The aim of education today is not merely to fill students’ minds with knowledge. Rather, its purpose is to provide learners with life experience, to foster their development, to reveal and cultivate their personal qualities. It seeks to nurture their thinking and imagination, and to shape them into active, creative, and independent individuals capable of self-directed activity in the future. The realization of these aims requires education to be fundamentally personality-oriented. 3. Limitations of traditional teaching methods. Traditional teaching methods are insufficient to meet the contemporary goals of educational development. Such methods often restrict students’ preparation for active participation in social life. Therefore, education demands the adoption of more modern, student- © Aida Zeynalova BABAK., 2025 Стаття поширюється на умовах ліцензії CC BY 4.0