DESIGNING ADAPTIVE DIGITAL LEARNING PATHWAYS TO STRENGTHEN THE PROFESSIONAL READINESS OF FUTURE ELECTRICAL ENGINEERS
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Abstract
This paper examines an adaptive approach to organizing digital learning in electrical engineering education. It explains how initial diagnosis, differentiated electronic resources, professionally oriented tasks, and formative feedback can be combined into a coherent learning pathway. Particular attention is paid to the courses Electric Machines and related technical subjects, in which students must connect theoretical concepts with equipment selection, calculation, and operating decisions. A staged instructional model and an evidence-based assessment matrix are proposed. The discussion presents a methodological framework rather than results from a separately conducted experiment.
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