Introduction. An integral part of the Bologna Process is the credit-modular system in education (ECTS – European Credit Transfer System). Under the credit-modular education system, which underlies the Bologna Process, two levels of scheduling are created: the teacher's schedule and the student's schedule. Each student develops their own educational trajectory, creating a personal schedule based on their capabilities, preferences, and wishes, taking into account class times. The schedule of teachers in the credit-modular education system also has its own characteristics compared to the "traditional" education system. This is due to both the modularity principle and the division of subjects into blocks (compulsory subjects; elective subjects within the studied specialty; subjects, freely chosen by students , (the study of which is not mandatory for a specific specialty). However, the most important indicators in assessing the schedule in the credit-modular education system are the problems of filling temporary study groups and the ability of students to register for their chosen courses. Purpose. To develop and describe a process for assessing the quality of a class schedule, taking into account all soft requirements and additional factors, and to provide a mathematical model for it. Results. The proposed methodology, mathematical model, and algorithm for assessing schedule quality take into account soft requirements (faculty preferences, workload uniformity, minimizing gaps, etc.) and additional factors, allowing for a quantitative determination of the degree of schedule optimality at universities with credit-modular learning systems. Conclusions. The proposed approach to assessing the quality of class schedules at universities with the Bologna (credit-modular) learning process reveals several important points regarding their effectiveness and avenues for improvement. The most critical issues in developing university class schedules that impact the quality of the educational process are identified and described. Particular attention is paid to two key aspects that frequently arise when planning the educational process at credit-based universities: the formation of study groups and course availability. Incomplete study groups can disrupt the educational process and lead to an inefficient allocation of resources such as faculty and classrooms, while students are often unable to enroll in desired courses. This also leads to empty time slots that could be used for more in-demand courses. Such problems can increase the workload of faculty, administrative staff, and students, creating unnecessary scheduling conflicts and reducing the overall effectiveness of the educational process. The study proposes a multi-criteria approach to schedule quality assessment using penalty coefficients. This methodology offers a way to quantify various violations, such as faculty overload and underload, student dissatisfaction, and course availability issues. By considering these factors holistically, the proposed assessment system provides a more holistic approach to evaluating the analyzed schedule. The approach helps identify areas where the schedule may be suboptimal and provides actionable recommendations for improving the planning process. Keywords: class schedule, credit-modular system, schedule assessment, hard requirements, soft requirements, additional factor, genetic algorithm.
Ismibayli et al. (Fri,) studied this question.