INTERNATIONAL EXPERIENCES IN PEDAGOGICAL DIAGNOSTICS AND CORRECTION

This article explores international experiences in pedagogical diagnostics and correction, focusing on the practices and outcomes in the United States, Finland, Japan, South Korea, and Germany. Pedagogical diagnostics and correction are critical in modern education systems to identify students' knowledge levels, abilities, and needs, and to address deficiencies or enhance abilities. The study employs literature analysis and empirical data collection to analyze each country's unique methods and their effectiveness. The results highlight the success of various approaches, such as Individual Education Plans (IEPs) in the United States, integrated diagnostics in Finland, and technology-based tools in Japan and South Korea. The discussion emphasizes the importance of adapting these methods to improve educational quality in different contexts and suggests areas for future research. Key words: Pedagogical diagnostics, educational correction, international education,cultural sensitivity, technology integration,multi-tiered support systems, early intervention, teacher, training,neurodiversity,formative assessment