Introduction. The article analyzes the platform approach to learning in the context of digitalization of all aspects of society, including education. The problem is that despite the widespread use of the platform approach in education, the effectiveness, advantages and problems of platform learning, the impact of the platform approach on student engagement, and overall learning outcomes have not yet been sufficiently studied. The purpose of the study: to identify the main features of platform learning, determine the requirements for modern educational platforms and the conditions for the effective use of the platform approach in learning. Methods: analysis of scientific literature on the research problem, analysis of accumulated scientific and practical pedagogical experience, theoretical generalization, pedagogical experiment. Results. The concept of an educational platform is operationalized, the history of the emergence of the first educational platforms is presented, the main features of platform learning are identified, the positive and negative features of platform learning, and the impact on student engagement in the educational process are determined. Conclusions. Improving educational platforms at the present stage is associated with the need to develop, test and implement adaptive and intelligent learning platforms and methods for their implementation; creation, testing of new and use of existing digital learning platforms with their correction as shortcomings and deficiencies are identified; analysis of educational data obtained in the process of testing educational platforms and forecasting learning outcomes. The authorʼs innovation consists in identifying the requirements (adaptability, flexibility, intermodality) for modern educational platforms and the conditions for their implementation; the conducted pedagogical experiment confirmed the fundamental possibility of implementing the authorʼs approach. The main idea of the authorʼs innovation is that educational platforms can be improved and become more effective and in demand due to the automation of the most complex and labor-intensive functions of pedagogical activity, such as individual selection of tasks and test assignments for each student, taking into account the identified educational deficiencies. To test this idea, a pedagogical experiment was conducted with the joint use of the automated systems “Advanced Tester” and “Learning Path”, which allow for the construction of individual trajectories and learning paths in a group.
Sedenkov et al. (Fri,) studied this question.