Student-oriented Learning and “Living Values” of the University: Strategic Interaction

The purpose of the article is to consider possible ways to improve the effectiveness of student-oriented education in Russian universities through strategic interaction with the basic principles of their life. It is well known that the involvement of students in the management of higher education institutions (HEIs), their active participation in determining the individual trajectories of their professional training increases the motivation of students, and therefore the quality of education. To do this, it is necessary not only to fix the principles of student self-government in the local regulations of the University, but also to build mechanisms for implementing these principles. In particular, this can be expressed in the structure and content of educational programs developed in accordance with educational standards, consisting of a mandatory part and a part formed by participants in educational relations. Project-based learning will help bridge the gap between theory and practice in teaching students. Inclusive education should be provided not only with infrastructure, but also with special training of teachers and the inclusion of specialized adaptation modules in educational programs. To ensure quality control of students ' knowledge, the professional level of teachers and the organization of the educational process, intra-University quality management systems for training specialists are being created.an important element of this system should also be the structure of student self-government. It is also necessary to understand that student-oriented learning is not limited to the educational process, but covers the organization of campus life, the possibility of self-realization of students in various public organizations, in creative teams, i.e. it is inextricably linked to the entire system of principles, goals, priorities - the “Living Values” of the University. In the context of improving the competitiveness of education in Russian universities, the article identifies and justifies ways to improve the effectiveness of student-oriented learning. In particular, there was a high demand for the possibility of students’ influence on their individual learning paths, self-realization through participation in projects, both in the educational process and in public life. The research uses the results of sociological research based on surveys of students and teachers, including online surveys, as well as the practice of organizing the educational process and extracurricular activities in Russian universities. The results obtained can be used to further improve the development strategies of higher education institutions, including to increase their attractiveness for foreign students.