HOW A STUDENT CAN BUILD THEIR OWN DIGITAL LEARNING PATHWAY
DOI:
https://doi.org/10.62405/osiconf.2026.12Keywords:
digital competence; self-learning; individual learning trajectory; critical thinking; digital portfolio; higher education.Abstract
The study aims to substantiate an approach enabling university students to independently design a digital learning trajectory beyond the compulsory curriculum. The methods include theoretical analysis, comparison, synthesis, and conceptual modelling of contemporary research on digital competence, self-regulated learning, and individual educational pathways. A cyclical “5D” model is proposed, combining five consecutive actions: diagnosing skill gaps, selecting learning resources, verifying source credibility, documenting learning outcomes, and demonstrating acquired competencies through a digital portfolio. Unlike approaches focused mainly on choosing educational content, the model integrates critical evaluation of information and the accumulation of verifiable evidence of learning. The study concludes that a student’s digital learning trajectory should be understood as a continuous cycle of self-regulation and reflection rather than a fixed list of courses or digital resources.
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