Student-centered approach as a condition for ensuring academic success of art majors
DOI:
https://doi.org/10.28925/2311-2409.2026.4519Keywords:
academic success, higher arts education, individualization of learning, student-centered approach, facilitative educational environmentAbstract
The relevance of the study is determined by the transformation of higher arts education in Ukraine in the context of European integration, the strategic consolidation of student-centered learning as the foundation for organizing the educational process, and the absence of theoretically substantiated models of its impact on the academic success of students in arts specialities. The purpose of the article is to substantiate the role of the student-centered approach as a condition for ensuring academic success of students in arts specialities and to present a theoretical model of their interrelationship. The methodological basis comprises theoretical analysis and synthesis of scientific sources, conceptual-categorical analysis, and conceptual modeling; the study is theoretical and does not involve empirical verification of the proposed model. Drawing on a previous study, which established that academic success in arts specialities is a complex integrative characteristic encompassing motivational-value, cognitive-resultative, professional-activity, and creative-reflective components, this article examines the mechanism of the student-centered approach's influence on each of them. It is shown that this approach theoretically conditions the development of each component: it fosters intrinsic motivation through individual choice and learning trajectory; promotes cognitive activity through independent interpretation; contributes to performing mastery through mentoring and partnership; and supports reflectivity through self-regulation and portfolio practices. It is concluded that the student-centered approach is a foundational condition for ensuring academic success in arts education, as it forms a facilitative, service-oriented, and creatively rich educational environment. Prospects for further research include empirical verification of the proposed model and its operationalization for specific types of arts training.
Downloads
References
Біляковська О. О., Біницька К. М. (2023). Студентоцентрований підхід як нова парадигма якості освітнього процесу у закладах вищої освіти. Гуманітарний форум, 1(1), 10–15. URL: https://doi.org/10.60022/1(1)-2GF
Братко М. В., Ткаченко І. І. (2025). Академічний успіх здобувачів освіти мистецьких спеціальностей: понятійно-категоріальний аналіз. Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського, 4(153), 39–47. URL: https://doi.org/10.24195/2617-6688-2025-4-6
Вища освіта в Україні і Болонський процес (2004). / за ред. В. Г. Кременя. Освіта.
Дідук І. (2023). Студентоцентроване навчання як інструмент забезпечення якісної вищої освіти в Україні. Scientific Collection «InterConf», 162, 86–90. http://surl.li/lheam
Закон України «Про вищу освіту» від 01.07.2014 № 1556-VII. (2014). URL: https://zakon.rada.gov.ua/laws/show/1556-18
Ільченко А. М., Шейко С. В. (2014). Вища освіта і Болонський процес : навч.-метод. посібник. РВВ ПДАА. URL: https://dspace.pdau.edu.ua/server/api/core/bitstreams/9a344045-6928-4429-978e-0c8eb94813b2/content
Рашкевич Ю. М. (2014). Болонський процес та нова парадигма вищої освіти : монографія. Видавництво Львівської політехніки. URL: https://onu.edu.ua/pub/bank/userfiles/files/nauk%20method%20rada/BolonskyiProcessNewParadigm(%D0%AE_%D0%A0%D0%B0%D1%88%D0%BA%D0%B5%D0%B2%D0%B8%D1%87).pdf
Стратегія розвитку вищої освіти в Україні на 2022–2032 роки (2022). Розпорядження Кабінету Міністрів України від 23 лютого 2022 р. №286-р. URL: https://zakon.rada.gov.ua/laws/show/286-2022-%D1%80#Text
Хоружа Л. Л. (2025). Інноваційність професійної діяльності викладача як основа академічного успіху студентів. Освітологічний дискурс, 48, 70–76. URL: https://doi.org/10.28925/2312-5829/2025.1.7
Хоружа Л. Л., Братко М. В. (2025). Особливості діяльності студентських сервісів в університетах США. Неперервна професійна освіта: теорія та практика, 82, 7–18. URL: https://doi.org/10.28925/1609-8595.2025.1.1
Цимбалюк С. (2023). Дослідження діяльності центрів академічного успіху (Academic Success Centers) в університетах США. Актуальні питання гуманітарних наук, 67(2), 372–377. URL: https://doi.org/10.24919/2308-4863/67-2-56
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. URL: https://doi.org/10.3389/feduc.2025.1518602
European Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG). ENQA. URL: https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
López-Íñiguez, G., Pérez Echeverría, M. P., Pozo, J. I., & Torrado, J. A. (2022). Student-centred music education: Principles to improve learning and teaching. In J. I. Pozo, M. P. Pérez Echeverría, G. López-Íñiguez, & J. A. Torrado (Eds.), Learning and Teaching in the Music Studio. Landscapes: the Arts, Aesthetics, and Education (Vol. 31, pp. 341–361). Springer. URL: https://doi.org/10.1007/978-981-19-0634-3_18
Morris, T. H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student-centred learning: A conceptual comparison. Pedagogy, Culture & Society, 33(1), 847–866. URL: https://doi.org/10.1080/14681366.2023.2282439
Norozi, S. A. (2025). Creating learning environment through well-being-related activities for university students. Cogent Education, 12(1), 2553830. URL: https://doi.org/10.1080/2331186X.2025.2553830
Ograjšek, S., & Ivanuš Grmek, M. (2024). Student-centred approaches in higher education from the student perspective. Center for Educational Policy Studies Journal. URL: https://doi.org/10.26529/cepsj.1828
Sørbø, E. (2023). Enough student agency? Exploring student agency and autonomy in an electronic music theory course in higher education. Journal of Music, Technology & Education, 16(3), 155–171. URL: https://doi.org/10.1386/jmte_00068_1
Thompson-Bell, J. (2023). Student-centred strategies for higher music education: Using peer-to-peer critique and practice as research methodologies to train conservatoire musicians. British Journal of Music Education, 40(1), 20–33. URL: https://doi.org/10.1017/S0265051722000080
Varina, H., & Kovaleva, O. (2023). Student-centered approach as a new paradigm for training a future clinical psychologist. In Higher education reforms in Ukraine: Challenges, status, and prospects (pp. 347–376). URL: https://doi.org/10.30525/978-9934-26-360-6-15
Wilson Fadiji, A., & Eloff, I. (2024). Student wellbeing and academic support in higher education. Frontiers in Education, 9, 1119110. URL: https://doi.org/10.3389/feduc.2024.1119110
REFERENCES
Bilyakovska, O. O., & Binytska, K. M. (2023). Studentotsentrovanyi pidkhid yak nova paradyhma yakosti osvitnoho protsesu u zakladakh vyshchoi osvity [Student-centered approach as a new paradigm of educational process quality in higher education institutions]. Humanitarnyi Forum, 1(1), 10–15. URL: https://doi.org/10.60022/1(1)-2GF [in Ukrainian]
Bratko, M. V., & Tkachenko, I. I. (2025). Akademichnyi uspikh zdobuvachiv osvity mystetskykh spetsialnostei: poniatiino-katehorialnyi analiz [Academic success of arts students: a conceptual-categorical analysis]. Naukovyi Visnyk Pivdennoukrainskoho Natsionalnoho Pedahohichnoho Universytetu imeni K. D. Ushynskoho, 4(153), 39–47. URL: https://doi.org/10.24195/2617-6688-2025-4-6 [in Ukrainian]
Vyshcha osvita v Ukraini i Bolonskyi protses [Higher education in Ukraine and the Bologna Process] (2004). / Ed. by V. H. Kremen. Osvita. [in Ukrainian]
Diduk, I. (2023). Studentotsentrovane navchannia yak instrument zabezpechennia yakisnoi vyshchoi osvity v Ukraini [Student-centered learning as a tool for ensuring quality higher education in Ukraine]. Scientific Collection «InterConf», 162, 86–90. URL: http://surl.li/lheam [in Ukrainian]
Zakon Ukrainy «Pro vyshchu osvitu» vid 01.07.2014 № 1556-VII [Law of Ukraine «On Higher Education» of 01.07.2014 No. 1556-VII]. (2014). URL: https://zakon.rada.gov.ua/laws/show/1556-18 [in Ukrainian]
Ilchenko, A. M., & Sheiko, S. V. (2014). Vyshcha osvita i Bolonskyi protses [Higher education and the Bologna Process]: navch.-metod. posibnyk. RVV PDAA. URL: https://dspace.pdau.edu.ua/server/api/core/bitstreams/9a344045-6928-4429-978e-0c8eb94813b2/content [in Ukrainian]
Rashkevych, Yu. M. (2014). Bolonskyi protses ta nova paradyhma vyshchoi osvity [The Bologna Process and the new paradigm of higher education]: monohrafiia. Vydavnytstvo Lvivskoi Politekhniky. URL: https://onu.edu.ua/pub/bank/userfiles/files/nauk%20method%20rada/BolonskyiProcessNewParadigm(%D0%AE_%D0%A0%D0%B0%D1%88%D0%BA%D0%B5%D0%B2%D0%B8%D1%87).pdf [in Ukrainian]
Stratehiia rozvytku vyshchoi osvity v Ukraini na 2022–2032 roky [Strategy for the Development of Higher Education in Ukraine for 2022–2032] (2022). Rozporiadzhennia Kabinetu Ministriv Ukrainy vid 23 liutoho 2022 r. №286-r. URL: https://zakon.rada.gov.ua/laws/show/286-2022-%D1%80#Text [in Ukrainian]
Khoruzha, L. L. (2025). Innovatsiinist profesiinoi diialnosti vykladacha yak osnova akademichnoho uspikhu studentiv [Innovativeness of the teacher's professional activity as the basis for students' academic success]. Osvitolohichnyi Dyskurs, 48, 70–76. URL: https://doi.org/10.28925/2312-5829/2025.1.7 [in Ukrainian]
Khoruzha, L. L., & Bratko, M. V. (2025). Osoblyvosti diialnosti studentskykh servisiv v universytetakh SShA [Specifics of student services at US universities]. Neperervna Profesiina Osvita: Teoriia ta Praktyka, 82, 7–18. URL: https://doi.org/10.28925/1609-8595.2025.1.1
[in Ukrainian]
Tsymbalyuk, S. (2023). Doslidzhennia diialnosti tsentriv akademichnoho uspikhu (Academic Success Centers) v universytetakh SShA [Research on the activities of Academic Success Centers at US universities]. Aktualni Pytannia Humanitarnykh Nauk, 67(2), 372–377. URL: https://doi.org/10.24919/2308-4863/67-2-56 [in Ukrainian]
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. URL: https://doi.org/10.3389/feduc.2025.1518602 [in English]
European Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG). ENQA. URL: https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf [in English]
López-Íñiguez, G., Pérez Echeverría, M. P., Pozo, J. I., & Torrado, J. A. (2022). Student-centred music education: Principles to improve learning and teaching. In J. I. Pozo, M. P. Pérez Echeverría, G. López-Íñiguez, & J. A. Torrado (Eds.), Learning and Teaching in the Music Studio. Landscapes: the Arts, Aesthetics, and Education (Vol. 31, pp. 341–361). Springer. URL: https://doi.org/10.1007/978-981-19-0634-3_18 [in English]
Morris, T. H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student-centred learning: A conceptual comparison. Pedagogy, Culture & Society, 33(1), 847–866. URL: https://doi.org/10.1080/14681366.2023.2282439 [in English]
Norozi, S. A. (2025). Creating learning environment through well-being-related activities for university students. Cogent Education, 12(1), 2553830. URL: https://doi.org/10.1080/2331186X.2025.2553830 [in English]
Ograjšek, S., & Ivanuš Grmek, M. (2024). Student-centred approaches in higher education from the student perspective. Center for Educational Policy Studies Journal. URL: https://doi.org/10.26529/cepsj.1828 [in English]
Sørbø, E. (2023). Enough student agency? Exploring student agency and autonomy in an electronic music theory course in higher education. Journal of Music, Technology & Education, 16(3), 155–171. URL: https://doi.org/10.1386/jmte_00068_1 [in English]
Thompson-Bell, J. (2023). Student-centred strategies for higher music education: Using peer-to-peer critique and practice as research methodologies to train conservatoire musicians. British Journal of Music Education, 40(1), 20–33. URL: https://doi.org/10.1017/S0265051722000080 [in English]
Varina, H., & Kovaleva, O. (2023). Student-centered approach as a new paradigm for training a future clinical psychologist. In Higher Education Reforms in Ukraine: Challenges, Status, and Prospects (pp. 347–376). URL: https://doi.org/10.30525/978-9934-26-360-6-15 [in English]
Wilson Fadiji, A., & Eloff, I. (2024). Student wellbeing and academic support in higher education. Frontiers in Education, 9, 1119110. URL: https://doi.org/10.3389/feduc.2024.1119110 [in English]
