Personalization as a key principle of adult learning in digitalization conditions

Introduction. The article is devoted to the study of the principle of personalization and its application in the design of educational programs for adult learners. During the research scientific sources, experience and speeches of educational content developers were analyzed in order to clarify the interpretation of the term «personalization». The relevance of educational programs of additional professional education, including those implemented using distance learning technologies, is considered.

Materials and methods. In the process of the research, the scientific literature was analyzed and the method of analyzing the digital footprint in the distance learning system was used. The practical experience of using the personalization principle in designing educational programs and developing e-learning content was systematized and summarized.

Results. Various interpretations of the term “personalization” are analyzed, the key characteristics in the use of this principle in adult learning are identified. The concept of “personalized adult learning” is clarified. Described the main opportunities for the learner and the learner, which provides the consideration of the principle of personalization in the implementation of educational programs of additional professional education.

Discussion and conclusions. The conducted research allowed to identify the essential characteristics of the concept of “personalization”, to formulate a unified interpretation of the term in relation to the adult learning system, to identify the main opportunities for using the principle of personalization in the design of educational programs and electronic educational content.

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