KHIDIROV, URAL DOBILOVICHTURAEV, MUZAFFAR FARMONOVICHGAYUPOVA, SAODAT KHAMIDOVNAYAXYAYEV, SOBIR JUMAKULOVICHRAJABOVA, LOLA RAHMATULLAYEVNAESHMURODOVA, GULBAHOR XUSHMURODOVNAAVULOVA, NARGIZA TOXIROVNAESHBEKOVA, GULBAXOR XAZRATKULOVNA2025-12-272025-12-272025-12© School of Engineering, Taylor’s Universityhttps://dspace.kstu.uz/xmlui/handle/123456789/4588This study examined mechanisms for organizing self-education of engineering students through an individual approach grounded in science and technology perspectives. We reviewed policy, pedagogy, and practice, and synthesized procedures for dialogic, group, and role-based activities supported by digital platforms, adaptive guidance, and learning analytics. The approach clarified goals, tasks, and schedules, strengthened mutual learning in small groups, and improved autonomy, reflection, and skill formation. Individualization works because it aligns cognitive and motivational differences with technology-enabled monitoring, feedback, and practice at scale while preserving human guidance. The framework helps programs operationalize self-education within credit module reforms, informs course design for technical and electrotechnical contexts, and guides institutions in prioritizing infrastructure, teacher development, and collaboration. We outline practical conditions for independent activity planning, control work design, minimal task sets, and clear submission windows, and map these to monitoring, action analysis, systematization, and psychodidactic review through authentic workplace simulations. This study supports current issues in sustainable development goals (SDGs).enAutodidactic learning, Engineering education Individual approach, Learning analytics, Pedagogical technologyArticle