METHODOLOGY FOR DEVELOPING INFORMATION-RESEARCH AND INDEPENDENT LEARNING SKILLS IN STUDENTS

Abstract

This article examines the formation of self-directed learning skills in students of a pedagogical university within the context of a student-centered educational approach. A theoretical analysis of approaches to self-education was conducted, along with an experimental study that included surveys and the phased implementation of a modular learning system for students in their 1st through 4th years. For junior students, the emphasis was on working with specialized literature, taking notes, and planning. For senior students, the focus shifted to synthesizing information, preparing reports, and completing research assignments. The final assessment demonstrated an increase in the proportion of students with high and medium levels of self-directed learning skills, and a corresponding decrease in the proportion with a low level. At the same time, underdeveloped skills in information synthesis and navigating the flow of information were observed, which necessitates targeted efforts at all stages of professional training. The conclusion is drawn that the continuous development of self-directed learning skills is essential throughout the training process for future teachers.