DEVELOPING STUDENT-TEACHER COLLABORATION WITHIN THE CREDIT-MODULE SYSTEM
This article analyzes the theoretical and methodological foundations of developing pedagogical collaboration between students and
teachers under the credit-module system of higher education. It is substantiated that the specific features of this system - expanded
independent learning, rating-based control, and an individualized approach - fundamentally transform the content of student-teacher
relations. Drawing on classical cooperative-pedagogy theory and contemporary research on student-faculty interaction and persistence, the
article identifies the structural components of collaboration, the stages of its organization, and the main practical problems together with
ways of overcoming them. Recommendations applicable to higher education practice are proposed.
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