THE CONTENT OF THE ORGANIZATION OF INDEPENDENT WORK OF STUDENTS STUDYING UNDER THE CREDIT-MODULE SYSTEM
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This article explores the organizational structure, methods, and pedagogical significance of independent work in the context of the credit-module education system. With the increasing global shift toward student-centered education, especially within the European Credit Transfer System (ECTS) framework, independent learning has become an essential component. The paper investigates the content, forms, and assessment mechanisms of student self-study, its integration with learning outcomes, and offers evidence-based recommendations for improving its efficiency.
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References
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