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  • Документ
    Self-Management of Students' Learning in an Inclusive Educational Environment as a Factor in Increasing Their Competitiveness in the Labor Market
    (2025) Artemenko Anna; Артеменко Анна; Shafranova Kateryna Volodymyrivna; Шафранова Катерина Володимирівна; Bataieva Kateryna; Батаєва Катерина; Cherneha Kateryna; Чернега Катерина
    The changing nature of the higher education systems is demanding that students acquire self-management capabilities to enable them to learn independently, flexibly, and competitively in the professional markets in the long term. Inclusive learning spaces can help foster and enable diverse learning requirements, at the same time promoting autonomy, responsibility and participation in the learning process. Although the idea of inclusive education has gained popularity, there is little research that studies the role of self-management of learning by students to make them competitive in the labor market. The paper examines the interconnection between self-management competencies that were achieved in the inclusive learning setting and graduate employability in Ukraine in the period 2020-2024. The methodology of the research consists of the analysis of secondary statistical data on the national education report, labor market monitoring sources, and institutional data on the description of the development of inclusive education. The methodological part incorporates the descriptive statistical analysis, correlation analysis, and econometric regression modeling to determine the relationship between the main educational and labor market indicators. The econometric model estimates the effect of self-management competencies of students, the application of inclusive education, use of digital learning platform, and the involvement in mentoring on employment outcomes of graduates. The findings show a consistent increase in the self-management competencies of students in Ukrainian universities over the period in question. The independent learning capability in 2020 was 52% and in 2024, it was 75, and the time management competencies in 2020 was 54 and in 2024, it was 74. There was also the growth of inclusive learning practices, as the proportion of universities that adopt inclusive education programs ranged between 38% in 2020 and 64% in 2024. Simultaneously, the rate of graduate employment in six months also grew with 61 to 77, at the same time the employer satisfaction with the competencies of the graduates reached 81% in 2024. The results prove that inclusive educational settings do play a key role in ensuring development of self-management skills that enhance adaptability and competitiveness of graduates in the workplace. The analysis shows that inclusive policies, digital learning technologies, and student-centered approaches will boost employability among graduates under the circumstances of setting up a dynamic labor market.