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Individual educational trajectory as a key element of personalization of education in the training of future teachers at the university. Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 128-138

Personalization of education with the ability for students to build an individual educational trajectory taking into account their professional interests is one of the priority areas for improving the higher education system. This area is supported by regulatory documents that set the task of improving the quality of training of teaching staff in the domestic education system. Scientific literature covers issues related to the essence of different learning models, features and characteristics of building individual educational trajectories, however, the practice of implementing these theoretical ideas in the training of future teachers is insufficiently presented. The purpose of the article is to present the practice of using an individual educational trajectory as the main element of personalization of education in the training of future teachers at a university. Main objectives: a) to determine the specifics of personalized education in the context of professional training; b) to study the experience of designing individual educational trajectories at Vyatka State University; c) to present interim conclusions on the use of personalized education at a university. The article describes the experience of implementing a new model for training future teachers with the construction of an individual educational trajectory that takes into account the professional needs of each student. The main areas of designing individual educational trajectories are considered: content (an educational program built on the principle of “block-modular integration”: “core” disciplines, specialized, individually and practice-oriented academic disciplines; non-linear organization of the educational process due to a combination of disciplines from different blocks in the curricula), activity-based (innovative teaching technologies, including the use of rhizome-like learning to compensate for transitions from one trajectory to another; the educational environment of the university as a stimulating factor for the activity of the student himself) and processual (practical training of students in the process of implementing educational and industrial practices, as well as in the process of studying theoretical disciplines). The described experience can be taken into account when developing educational programs for training future teachers, and also used when designing a passport of student competencies (functional portrait).

Keywords: personalization of education, individual educational trajectory, design, learning models, future teacher