Student-centred approach in the training of vocalists: analysis of educational needs and student satisfaction

Abstract

The article analyses the implementation of the student-centred approach in the training of students in the specialty Musical Art within the educational and professional program Solo Singing at Borys Grinchenko Kyiv Metropolitan University. The study is based on the results of a survey conducted among students of the first (bachelor’s) and second (master’s) levels of higher education and aims to identify their educational needs, the level of satisfaction with the organisation of the educational process, and problematic aspects that require further pedagogical reflection and improvement. Particular attention is paid to such parameters as the overall evaluation of learning within the educational programmе, accessibility of information about the programmе, organisational support of the educational process, transparency and objectivity of assessment, opportunities for shaping an individual learning trajectory, recognition of non-formal learning outcomes, practical training, awareness of research and international opportunities, academic integrity, and mental health support. The findings indicate that students generally assess the quality of the educational process highly and note the presence of a student-centred model of interaction. At the same time, several problematic aspects were identified, including insufficient awareness of opportunities for non-formal learning, the need to expand the practical and concert components of training, and limited awareness of mechanisms for mental health support. It is argued that the student-centred approach in the training of vocalists should be implemented not only as a normative principle but also as a dynamic pedagogical practice that integrates academic rigor, partnership, creative development, and care for students’ psycho-emotional well-being.

Keywords: student-centred approach; vocal pedagogy; higher education in the arts; solo singing; students’ educational needs; quality of the educational process; individual educational trajectory; practical training.