THEORETICAL FOUNDATIONS OF ADAPTIVE LEARNING AND PEDAGOGICAL CHARACTERISTICS OF ITS IMPLEMENTATION IN A DIGITAL EDUCATIONAL ENVIRONMENT
Keywords:
adaptive learning, digital educational environment, personalized learning, individual learning trajectory, programming competence, learning analytics, digital trace, adaptive task, automated feedback, programming education.Abstract
This article analyzes the theoretical and pedagogical foundations for organizing
adaptive learning in a digital educational environment. It examines the interrelationship
and distinctive features of adaptive, individualized, and personalized learning. The study
substantiates the use of data on students’ knowledge levels, learning pace, task
performance, types of errors, and digital activity traces in modern adaptive learning
systems. Based on an analysis of international research, the article highlights the role of
diagnostics, individual learning trajectories, adaptive content, differentiated tasks,
automated feedback, and learning analytics mechanisms in ensuring the pedagogical
effectiveness of adaptive learning. The possibilities of applying an adaptive approach to
teaching the course “Fundamentals of Programming” are analyzed, and a conceptual
structure of an adaptive digital environment aimed at developing students’ programming
competencies is proposed.
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