A DIFFERENTIATED APPROACH TO THE FORMATION OF PROFESSIONAL COMPETENCIES IN UNIVERSITY STUDENTS

The article examines the scientific-theoretical foundations and practical significance of a differentiated approach to the formation of professional competencies in students of higher pedagogical institutions. It substantiates the necessity of taking into account students’ individual characteristics, learning styles, and professional interests in the teacher training process. A differentiated approach enhances the level of professional competence by developing students’ creativity, responsibility, and reflective abilities, while also fostering motivation, autonomy, and adaptability in professional contexts. Consequently, the article provides scientific and methodological foundations for implementing competence-based individualized instruction in higher pedagogical education and for promoting the training of innovative, reflective, and learner-centered teachers.