A STUDENT’S EDUCATIONAL AUTONOMY IN THE CONTEXT OF AMBIGUITY OF AUTONOMY-RELATED CONCEPTS: METHODOLOGY OF THE QUESTION

Abstract

The article substantiates the relevance of the educational autonomy of the individual in the context of the ambiguity of the concepts of “autonomy” and also examines the genesis of the concept and the methodology of the issue. One of the main goals of Russian educational policy in the 21st century is to improve the higher education system. Universities are solving the problem of training specialists both by optimizing and intensifying the teaching of academic disciplines, and by developing flexible learning systems aimed at creating student autonomy, which plays a dominant role in the conditions of lifelong education. The modern educational paradigm provides for the training of qualified specialists who are ready and motivated for lifelong learning. The modern educational paradigm provides for the training of qualified specialists who are ready and motivated for lifelong learning. To achieve this goal, a university graduate must be able to independently work with information, acquire knowledge and critically comprehend it, i.e. during his studies he must become a person capable of autonomy and taking responsibility in a rapidly changing and dynamically developing society.