IMPROVING THE INNOVATIVE PEDAGOGICAL MODEL FOR FORMING SOCIAL ADAPTATION IN STUDENTS

The present study addresses the refinement of an innovative pedagogical model designed to cultivate social adaptation among learners within contemporary educational settings. Social adaptation is understood here as the capacity of a student to integrate productively into the norms, relationships, and expectations of a social environment while retaining individual autonomy. Drawing on a synthesis of activity-based, competence-oriented, and person-centred approaches, the article proposes a structural-functional model composed of motivational, cognitive, communicative, and reflexive components. The methodology combines theoretical analysis of pedagogical sources with an empirical component involving diagnostic assessment of adaptation indicators before and after the introduction of the model. The findings indicate that a purposeful combination of interactive learning technologies, project-based tasks, and reflective practice measurably strengthens learners' adaptive competence. The article concludes that the improved model offers educators a flexible instrument for the systematic development of social adaptation and outlines directions for its further validation.