employee
Developing independent work skills is one of the key challenges of modern higher education, especially in the context of digital transformation, increasing demands on lifelong learning, and decreasing classroom workloads. This article analyzes effective university practices aimed at developing students' abilities for self-organization, goal-setting, critical analysis, and reflection. Both organizational and methodological approaches (modular programs, flipped classroom, hybrid learning) and pedagogical strategies (mentoring, formative assessment, academic portfolios, project-based activities) are considered. Particular attention is paid to the role of the teacher as a facilitator, not a knowledge transmitter, and to the creation of a supportive educational environment where independence develops gradually—from structured assignments to open-ended research. Based on the experience of Russian and international universities, the conditions under which independent work becomes not a formal requirement, but a genuine resource for learning and personal growth are identified.
student independent work, self-study, self-regulated learning, independence pedagogy, flipped classroom, learning portfolio, formative assessment, mentoring, modular learning, educational autonomy
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