THE TRANSITION OF THE EDUCATIONAL PROCESS AT HIGHER EDUCATION INSTITUTIONS FROM A TRADITIONAL MODEL TO A STUDENT-CENTERED AND COMPETENCY-BASED PARADIGM

Nataliia Ushakova; Yana Kotko; Oksana Kulinich

doi:10.36074/grail-of-science.17.04.2026.008

THE TRANSITION OF THE EDUCATIONAL PROCESS AT HIGHER EDUCATION INSTITUTIONS FROM A TRADITIONAL MODEL TO A STUDENT-CENTERED AND COMPETENCY-BASED PARADIGM

Authors

Nataliia Ushakova State Biotechnological University, Ukraine https://orcid.org/0000-0002-6442-4828
Yana Kotko State Biotechnological University, Ukraine https://orcid.org/0000-0001-6611-8130
Oksana Kulinich State Biotechnological University, Ukraine https://orcid.org/0000-0002-5542-1510

DOI:

https://doi.org/10.36074/grail-of-science.17.04.2026.008

Keywords:

transformation of the educational process, higher education institutions, student-centered learning, competency-based approach, learning outcomes, professional competencies, formative assessment, modernization of higher education, quality of education

Summary

This article examines the transformation of the educational process in higher education institutions amid the transition from a traditional knowledge-oriented model of teaching to student-centered and competency-based approaches. It justifies the need to modernize the organization of teaching in light of the challenges posed by globalization, digitalization, and dynamic changes in the labor market. The limitations of traditional lecture-based and reproductive methods, which do not ensure an adequate level of practical competency development among students, are analyzed. The essence of student-centered learning and the competency-based approach is revealed, and their key components, pedagogical conditions for implementation, and features of integration into contemporary higher education practice are identified. It is demonstrated that the combination of these approaches contributes to improving the quality of professional training, the development of key and professional competencies, and the fostering of students’ autonomy and responsibility. Directions for improving the educational process are proposed, aimed at ensuring that learning outcomes meet the contemporary demands of society and the labor market.

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