2309-9380 Вестник Омского государственного педагогического университета. Гуманитарные исследования Review of Omsk State Pedagogical University. Humanitarian research Вестник ОмГПУ. Гуманитарные исследования Review of OSPU. Humanitarian Research 2309-9380 ФГБОУ ВО «Омский государственный педагогический университет» Federal State Budgetary Educational Institution of Higher Education "Omsk State Pedagogical University" 1943 10.36809/2309-9380-2026-50-150-155 Педагогика 5.8.7 Методология и технология профессионального образования Основные подходы к изучению и реализации самообразования как формы непрерывного обучения Key Approaches to the Study and Implementation of Self-Education as a Form of Continuous Learning Марио Де Мартино Martino Mario De mario.demartino@grupointegrado.br Эмануэле Исидори Isidori Emanuele emanuele.isidori@uniroma4.it Барнашов Олег Владимирович Barnashov Oleg V. barnashov_ov@pfur.ru Алонци Роберта Alonzi Roberta alontsi_r@pfur.ru Державина Ольга Анатольевна Derzhavina Olga A. arte-accordo@mail.ru Интегрированный университетский центр (Кампу-Моран, Бразилия) Integrated University Center (Campo Mourro, Brazil) Римский университет «Форо Италико» (Рим, Италия) University of Rome “Foro Italico” (Rome, Italy) Российский университет дружбы народов им. Патриса Лумумбы (Москва, Россия) Peoples’ Friendship University of Russia named after Patrice Lumumba (Moscow, Russian Federation) Московский финансово-промышленный университет «Синергия» (Москва, Россия) Moscow Financial and Industrial University “Synergy” (Moscow, Russian Federation) 26 03 2026 1 (50) 1 (50) 150 155 CC BY 4.0 https://vestnik-omgpu.ru/article/1943 https://vestnik-omgpu.ru/volume/2026-1-50/vestnik_1(50)2026_150-155.pdf

В статье рассматриваются методологические подходы к самообразованию как одному из проявлений непрерывного обучения. Анализируются существующие концепции самообразования с учетом возрастных особенностей и типов обучения. Исследуется междисциплинарная природа понятий «самообразование» и «самонаправление», а также научные категории «самообучение» и «самоорганизация» в высшем образовании. Подчеркивается роль наставника как сопровождающего звена в процессе обучения. На основе теоретического анализа и практического опыта авторы выделяют потенциал и проблемы самоорганизации в образовании. Обсуждаются преимущества, критика и перспективы использования самоорганизации, развития самоорганизации как ключевого качества обучающихся и интеграции цифровых технологий в процесс самообразования.

The article examines methodological approaches to self-education as a form of continuous learning. Existing concepts of self-education are analysed, taking into account age-related characteristics and types of learning. The interdisciplinary nature of the concepts of “self-education” and “self-direction,” as well as the scientific categories of “self-study” and “self-organisation” in higher education, are explored. The role of the mentor as a facilitator in the learning process is emphasised. Based on theoretical analysis and practical experience, the authors highlight the potential and challenges of self-organisation in education. The article discusses the advantages, criticisms, and prospects of using self-organisation, developing self-organisation as a key quality for learners, and integrating digital technologies into the self-education process.

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