Dialogic learning: a promising approach to educational organisation

Introduction. The modern educational paradigm emphasizes the implementation of high-quality education through productive dialogic learning, which centres on dialogue and involves all participants in the educational process. However, the potential of dialogue has not yet been fully realised in schools, as it is infrequently utilised in practice. Therefore, it is essential to establish a new framework for collaborative activities between teachers and students that fosters cognitive engagement and promotes student independence.

Aim. The aim of this study is to identify the resources of dialogic learning in relation to addressing students’ personalities and the interactions among participants engaged in cognitive activities during information exchange, as well as the active appropriation of methods for intellectual and practical work.

Methodology and research methods. The methodological foundations of dialogic learning, including personality-oriented, axiological, problem-based, and activity-based approaches, were explored in this study. It was found that all identified approaches are personality-oriented, emphasising the importance of considering the individual characteristics of participants during the organisation of dialogue interactions and the assessment of student development dynamics. Throughout the research, methods of analysis, synthesis, and generalisation of the theory and practice of dialogic learning organisation were employed.

Results. The article explores the multidimensional nature of dialogue within the educational process, highlighting the significance of individual identity, subjectivity, and personal expression in dialogic interactions. It specifically identifies the potential of dialogue as a transformative human activity in the context of cultural engagement. Dialogic learning serves several essential functions in contemporary education, promoting the holistic development of individuals and fostering their creative self-expression. These functions include educational, developmental, and nurturing aspects, as well as the role of dialogic interaction. Scientific novelty. Dialogic learning is regarded as a system centred on the concept of dialogue, which enables individuals to transform themselves through a complex web of interpersonal relationships.

Practical significance. The research materials can be utilised in both secondary and higher education settings. The proposed tools for dialogic learning can be implemented in educational activities, considering the characteristics of the participants in dialogic learning, the nature of dialogic relationships, and the potential for communicative interaction.

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