DEVELOPMENT OF SELF-ORGANIZATION OF EDUCATIONAL ACTIVITIES OF APPLICANTS WITH SPECIAL EDUCATIONAL NEEDS AS A PREREQUISITE FOR INCREASING HUMAN CAPITAL

Анотація

The formation of inclusive education becomes a pivotal focus for contemporary education systems of higher education institutions that aim to provide equal sharing of knowledge and education, strengthening student human capital formation. In this context, the capacity of applicants presenting special educational needs to properly organize their educational activities is of fundamental importance for success in achieving permanent academic and professional achievements. However, despite the growing attention to the issue of inclusive educational policies, there is a lack of empirical research on the contribution of self-organization of learning activities to the development of human capital within inclusive educational environments. The purpose of this study is to investigate the role of self-organization of educational activities among the applicants with special educational needs as a prerequisite for increasing human capital among applicants with special educational needs in higher education systems. The methodology used for research is an accumulation of pedagogy and econometric modeling. The study uses a 4 stages methodology that involves conceptual analysis, systematization of data, construction of econometric models and comparative empirical analysis. The empirical analysis is focused on three European countries, namely Ukraine, Poland, and Germany, over the period 2020-2025. A two-stage econometric model was used to estimate the role of institutional factors and learning behavior of students in human capital formation. The model was estimated by two stage least square (2SLS) method. The empirical results confirm a strong positive relationship of self-organization of educational activities with human capital formation. The estimated coefficient for the self-organization variable was 0.463, and the model showed a high explanation power with an R2 value of 0.81. Comparative analysis shows that Germany shows the highest indicators of self-organization and human capital development, namely 0.88 and 0.92 respectively in 2025. Of all countries, Poland shows stable growth, Ukraine is the one with the most dynamic improvement, with the index of self-organization rising from 0.52 in 2020 to 0.66 in 2025. The results show that the enhancement of self-regulated learning competencies in conjunction with inclusive educational contexts and digital accessibility is a major factor in the reinforcement of human capital of applicants with special educational needs. The study brings into focus the importance of integrating pedagogical strategies that are conducive for autonomy, digital competencies and also institutional support in order to increase the effectiveness of higher education inclusive systems.

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