TUTORING AS A MEANS OF INDIVIDUALIZING THE EDUCATIONAL TRAJECTORY OF STUDENTS AT THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF HIGHER EDUCATION

Abstract

The article explores the theoretical and methodological foundations of tutoring as a means of individualizing the educational trajectory of third-cycle (educational and scientific) higher education students. The essence of tutoring is defined as a systemic process that integrates legal, methodological, personnel, digital, and resource aspects, aimed at individualizing the educational trajectory of third-cycle students. Key components of tutoring support include an individual study plan, systematic scientific guidance, the use of digital educational platforms, the development of a culture of partnership, and providing resource and regulatory support. It is argued that tutoring is a key tool for enhancing the effectiveness of the educational and scientific process in higher education institutions, as it fosters students’ academic autonomy, integrates theoretical knowledge with practical skills, develops research competencies, and prepares third-cycle students for participation in international scientific projects. The study analyzes legal documents, educational standards, and the experience of leading Ukrainian higher education institutions (Vasyl Stefanyk Precarpathian National University and Sumy State Pedagogical University named after A.S. Makarenko) that train third-cycle students. The findings confirm that the systematic implementation of tutoring contributes to the preparation of highly qualified, competent, and competitive future researchers. Prospects for further research include the development of comprehensive tutoring support models that integrate innovative pedagogical technologies, digital tools, and methods for assessing learning outcomes and research activities. It is also advisable to investigate the effectiveness of various approaches to third-cycle education, the formation of a culture of partnership between mentors and students, and the impact of tutoring on the development of professional and research competencies, students’ ability to independently plan and implement their educational and scientific trajectory, and their successful integration into the international scientific community.