Coaching technologies in teaching special disciplines at the university as a tool for developing students’ cognitive and personal potential
DOI:
https://doi.org/10.33910/2686-9527-2025-7-4-556-564Keywords:
coaching technologies, special pedagogy, communication skills, Uzbek education, information and communication technologies in education, cognitive technologies in education, mind mapsAbstract
Introduction. Modern speech therapy education requires the introduction of new integrative and interdisciplinary teaching technologies for effective training. A student-centered approach involves taking into account the socio-cultural characteristics of modern youth, in particular the specifics of ‘clip thinking’, the use of distance technologies, the influence of technologies on cognitive processes, and other characteristics of contemporary students. This article aims to describe the program ‘The use of coaching practices in creating a personalized learning environment as a way to improve the quality of education and the effectiveness of educational and personal development activities among speech therapy students’ in the city of Tashkent (Uzbekistan). A preliminary assessment of the effectiveness of this program is also provided.
Materials and Methods. The main research methods included theoretical analysis and a description of the project’s testing. The program was implemented in 2023–2024 within the Speech Therapy course among 2nd-year full-time students (28 participants) and part-time students (220 participants) of Tashkent State Pedagogical University.
Results. The project is aimed at developing and implementing a model of personalized learning environment that incorporates coaching technologies designed to shape young people’s value orientations. The use of integrative teaching methods helps to promote students’ personal and professional development and self-development, creating conditions for improving the quality of education. The use of coaching helps to enhance students’ cognitive processes (such as attention, memory and thinking), motivation, self-regulation, self-efficacy and communication skills, creating conditions for better academic performance and enhanced personal and professional self-development.
Conclusions. A combined approach, including coaching and psychological support, contributes to more effective learning and social adaptation among students. The introduction of psychologically oriented coaching methods in universities is therefore likely to not only improve the quality of education but also enhance communication skills, promote better academic performance, and increase student engagement in the learning process.
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