Personalized learning in the system of additional education based on network information blocks

Introduction . The article examines personalized learning in the system of additional education using network information blocks. An innovative model is presented, including a digital educational platform, a system for developing individual learning trajectories, an adaptive assessment system, and teacher support. The principles of organizing personalized learning, methods of adapting educational content, and examples of successful practices in Russian universities are considered. Modern education is undergoing digital transformation, which requires new approaches to learning. Personalized learning allows for consideration of students’ individual characteristics, needs, and interests, especially in additional education, where flexibility and variability of educational programs traditionally prevail. Purpose setting . The research aims to develop an innovative model of personalized learning for the system of additional education in technical and natural sciences universities. Special attention is given to the integration of network information blocks that ensure the adaptability and flexibility of the educational process. The growth of digital technologies and changing labor market demands necessitate the modernization of educational processes. Personalized learning, based on network information blocks, enables the creation of individual learning trajectories, increasing student motivation and improving educational results. Methodology and methods of the study . The study employs methods of scientific literature analysis, comparative analysis of educational practices, and academic process modeling. The key principles of personalized learning are examined, including variability, active student participation, content adaptability, continuous monitoring, and the use of digital technologies. Results . A personalized learning model is presented, comprising: 1) A digital educational platform integrating learning management tools; 2) Network information blocks as modular units of educational content; 3) A system for developing individual learning trajectories; 4) An adaptive assessment and progress monitoring system; 5) Teacher support in creating and managing educational content. Examples of personalized learning implementation in Russian universities (Tomsk State University, Bauman Moscow State Technical University, Ural Federal University) are provided. Conclusion . The fulfillment of personalized learning requires comprehensive organizational and methodological support, including regulatory documents, methodological materials, technical support, and teacher training. The introduction of network information blocks and adaptive educational technologies enhances learning quality and ensures its compliance with modern requirements.