Abstract:

The article theoretically substantiates the foundations of personal development of students in basic secondary education under modern distance learning conditions and outlines pedagogical mechanisms that ensure the progress of adolescents in grades 5–9. The methodology includes analysis of state documents (the State Standard of Basic Secondary Education, the New Ukrainian School Concept) and theoretical and applied sources on distance learning. Purpose of the article: to summarize normative guidelines and scientific approaches and to build a holistic framework of the concept of personal development of students of the basic school in the context of distance learning. It is demonstrated that the decisive factor in personal growth within online learning is not the «distance» mode itself, but the quality of instructional design: clear criteria, regular two-way feedback, explicit instruction, metacognitive strategies (goal setting, monitoring, self-assessment), and a balanced combination of synchronous and asynchronous activities. It is noted that the domestic discourse lacks an operationalized, coherent model of criteria, indicators, and levels of personal development specifically for distance learning in basic secondary school. At the same time, the roles of the homeroom (class) teacher and subject teachers are outlined as moderators of autonomy and learner agency, and the importance of inclusive approaches and varied assessment for maintaining student engagement and well-being is emphasized. Generalized: distance learning transforms the very logic of the student as a person: it brings to the fore the ability to self -regulation, conscious goal, monitoring of its own progress and reflection. The greatest influence on educational achievements is not the "formats" as such, but qualitative pedagogical mechanisms: clear educational intentions and success criteria, system feedback and transparent markers of progress – it is through them that intrinsic motivation, confidence in their own efficiency and perseverance is formed. 

Keywords: distance learning; basic secondary education; personal development; selfregulation; metacognition; formative assessment; feedback; New Ukrainian School (NUS). 

References:

1. Brilliantov, A. (2023). Suchasne dystantsiine navchannia yak zaporuka formuvannia osobystisnykh i profesiinykh yakostei. [Modern distance learning as a key to forming personal and professional qualities]. 

2. Honcharenko, S. U. (1997). Ukrainskyi pedahohichnyi slovnyk. [Ukrainian pedagogical dictionary]. Kyiv. 

3. Dudko, S. H., Huz, K. Zh., & Kononets, N. V. (2023). Aktualni problemy vyznachennia rivnia rozvytku osobystosti. [Current issues in determining the level of personality development]. 

4. Dusavytskyi, O., Zaika, Ye., & Zuiev, I. (2012). Rozvytok osobystosti uchnia i vchytelia u systemi rozvyvalnoho navchannia. [Development of student’s and teacher’s personality in the system of developmental learning]. 

5. Kontseptsiia Novoi ukrainskoi shkoly. Ministerstvo osvity i nauky Ukrainy. (n.d.). [The Concept of the New Ukrainian School]. 

6. Klym, M. I. (2018). Samorozvytok ditei molodshoho shkilnoho viku v protsesi formuvannia navchalnoi aktyvnosti. [Self-development of primary school children in the process of forming learning activity]. 

7. Mozharovska, T. V. (2020). Ekolohichna svidomist yak umova osobystisnoho zrostannia pidlitkiv. [Ecological awareness as a condition for adolescents’ personal growth]. Zhytomyr. 

8. Pasichnyk, O. (2020). Motyvatsiia ta navchalni navychky uchniv osnovnoi i starshoi shkoly. [Motivation and study skills of lower and upper secondary students]. Kyiv. 

9. Pro skhvalennia Kontseptsii realizatsii derzhavnoi polityky u sferi reformuvannia zahalnoi serednioi osvity «Nova ukrainska shkola» na period do 2029 roku: Rozporiadzhennia № 988-r (2016). [On approval of the Concept for implementing state policy in reforming general secondary education «New Ukrainian School» until 2029: Order No. 988-r]. Kyiv. 

10.Pro deiaki pytannia derzhavnykh standartiv povnoi zahalnoi serednoi osvity: Postanova № 898 (u red. vid 02.09.2022, pidstava № 972-2022-p) Kabinet Ministriv Ukrainy. (2020). [On some issues of state standards of complete general secondary education: Resolution No. 898 (as amended on September 2, 2022, basis No. 972-2022-p)]. Kyiv. 

11.Khoma, P. P., Kuzma, M. V., Dankulynets, V. V., & Kozar, Yu. V. (2023). Dystantsiini tekhnolohii navchannia ta samorozvytok osobystosti. [Distance learning technologies and personal selfdevelopment]. Kyiv. 

12.Hattie, J. A. C. (2009). Vydyme navchannya: syntez ponad 800 metaanaliziv, shcho stosuyutʹsya dosyahnen. [Visible learning: A synthesis of over 800 meta-analyses relating to achievement]. London. 

13.Quigley, A., Muijs, D., & Stringer, E. (2018). Metapiznannya ta samorehulʹovane navchannya: zvit z rekomendatsiyamy. [Metacognition and selfregulated learning: Guidance report]. London.