Implementation of a personally oriented approach in the educational process of the New ukrainian school

Abstract

The article explores the learner centered approach as a key component of the reformed educational process within the context of the New Ukrainian School. The author analyzes the content, objectives, and features of implementing this approach in the modern Ukrainian educational system, emphasizing its significance for shaping a competent, independent, and responsible learner. The learner centered approach acts as the methodological foundation for realizing the philosophy of child-centrism, which is at the heart of New Ukrainian School educational reform, aimed at nurturing active citizens, innovators, and patriots.

The relevance of the topic is driven by social transformations and new challenges that demand flexibility from education, the ability to respond to evolving needs, and the capacity to ensure not only the transmission of knowledge but also the personal development of each student as a unique subject of the learning process. In this context, the New Ukrainian School calls for the systemic implementation of a competency-based approach, where the learner-centered methodology provides a human dimension to learning. It ensures the integrity of the educational process and supports the formation of self-sufficient, motivated individuals capable of self-development and self-realization. 

Special attention is given to the outcomes of learner-centered education, which include not only academic achievements but also personal transformation: the development of thinking, creativity, emotional intelligence, decision-making skills, and self-actualization. The learner becomes the architect of their own life path, capable of adapting to change and initiating innovation.

The conclusions emphasize that the learner-centered approach is not merely a methodology, but a humanistic philosophy that recognizes the dignity, uniqueness, and potential of every child. It underpins the formation of XXI century competencies such as critical thinking, creativity, communication, collaboration, adaptability, and emotional intelligence. Implementing this approach requires systemic changes in content, methods, assessment, learning environments, and, most importantly, teacher roles and student positions.