This study navigates the complex landscape of modern education, influenced by variables such as group size, year of study, lesson format, and discipline specifics. Nowadays, due to the threat of the spread of coronavirus, in order to organise and conduct classes, and ensure continuity, the educational process on different periods is carried out: remotely; traditionally in a classroom format; on a mixed basis (lectures – remotely, laboratory and practical lessons – in the classroom). Depending on the epidemic situation in the region, educational institutions, or student groups, the form of education was introduced sporadically. With the COVID-19 pandemic influencing education to oscillate between in-person, remote, and hybrid models, the study’s relevance is more pronounced.
The purpose of the study is to consider the methods of psychological examination of the student and the impact of its results on personal agency and possible teaching methods.
The following methods were used: induction and deduction, comparative analysis, psychological practices, surveys and testing were used to achieve the objectives.
In the course of the study, results were obtained that reveal the influence of personal agency on the possible choice of educational methods and their implementation. The findings indicate a strong correlation between a student’s personal agency and the efficacy of chosen educational methods. Stu- dents’ varied levels of personal maturity significantly impact their interaction styles, thereby influencing the teaching strategies’ effectiveness. These insights allow educators to develop a personalized paradigm for managing the learning process, incorporating student-centred pedagogical technologies.
The study underscores the importance of understanding and fostering personal agency in students, opening avenues for future research and practical applications in diverse educational contexts.
Keywords: Higher education, personal agency, teaching methods, forms of teaching, educational technologies