Controlled Self-Learning in the Digital Environment: Pedagogical Approaches to Human Capital Development

Abstract

The article examines pedagogical approaches in higher education related to the formation of human capital capable of effectively adapting to rapid digital transformation. The purpose of the study is to substantiate and present a system of “guided self-learning,” in which the teacher acts as a mentor and facilitator, while students assume greater responsibility for their own education. The scientific significance of the article lies in rethinking the traditional role of the educator and identifying key future competencies (critical thinking and the ability to work with AI) that meet labor market demands.The practical significance of the study consists in proposing specific measures to expand the digital infrastructure of universities, stimulate innovative activities among faculty, and implement project-based learning formats. The research methodology is based on an analysis of regulatory documents, academic publications, and the results of expert interviews with educators from universities at different levels of digitalization. The expert interviews involved 50 university instructors from Kazakhstan.

The main findings indicate that the integration of digital tools enhances the effectiveness of the educational process; however, additional resources and further professional development for educators are required. The value of the study lies in proposing a learning model that combines the flexibility of digital technologies with pedagogical support, thereby ensuring the competitiveness of graduates in the modern labor market.

Keywords: human capital, controlled self-learning, digital transformation, critical thinking, AI.