ІСТОРИЧНИЙ РОЗВИТОК КОНЦЕПЦІЇ АДАПТИВНОГО НАВЧАННЯ ЯК ОСНОВИ ФОРМУВАННЯ ІНДИВІДУАЛЬНОЇ ОСВІТНЬОЇ ТРАЄКТОРІЇ ЗДОБУВАЧІВ У ФАХОВИХ КОЛЕДЖАХ: ВІТЧИЗНЯНИЙ ТА ЗАРУБІЖНИЙ ДОСВІД

The article presents a theoretical reflection on the historical evolution of adaptive learning as a pedagogical concept and educational paradigm aligned with the challenges of digitalization, individualization, and humanization of the educational process in vocational education institutions. The relevance of the study lies in the need to rethink traditional didactic models in the context of expanding access to quality education, personalizing learning, and supporting students with diverse educational needs. Five key stages in the development of adaptive learning – from the intuitive-humanistic to the intellectual-analytical – have been identified based on an interdisciplinary analysis of historical sources, philosophical and pedagogical thought, and digital transformations. The definitional evolution of the concepts of "adaptive learning" and "adaptive educational trajectory" is outlined in the context of the changing role of the teacher, the growing importance of educational analytics, artificial intelligence tools, and digital platforms. Particular attention is given to the analysis of international experience in organizing adaptive learning in vocational and professional education systems, especially models implemented in Europe, the USA, and Canada. A typology of key strategies for implementing adaptive educational trajectories is proposed. It is substantiated that adaptive learning in the era of digital transformation appears not only as a technology but also as a philosophy of educational interaction that combines analytical manageability, pedagogical support, and value-based flexibility. Future research directions include the development of pedagogical conditions and strategies for implementing adaptive learning in the digital educational environment of vocational colleges, particularly as a tool for supporting students with special educational needs in network-based learning formats.