Developing independent work skills is one of the key tasks of modern higher education, especially in the context of digital transformation, increasing requirements for lifelong learning, and reducing the number of classroom hours. This article analyzes effective university practices aimed at developing students' ability to self-organize, set goals, critically analyze information, and reflect. It examines both organizational and methodological approaches (modular programs, flipped classroom, and hybrid learning) and pedagogical strategies (mentoring, formative assessment, learning portfolios, and project-based learning). Special attention is paid to the teacher's role as a facilitator rather than a knowledge transmitter, and to creating a supportive learning environment where independence is developed gradually, from structured assignments to open-ended research activities. Based on the experience of Russian and international universities, the article identifies the conditions under which independent work becomes not just a formal requirement, but a genuine resource for learning and personal growth.
independent student work, self-learning, self-regulated learning, self-reliance pedagogy, flipped classroom, educational portfolio, formative assessment, mentoring, modular learning, and educational autonomy
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