This article provides a comprehensive analysis of the systemic and pedagogical challenges encountered during the implementation of subject-oriented education in modern academic settings. The study aims to identify the factors that hinder the effectiveness of specialized instruction tailored to student-specific professional interests. Utilizing a descriptive-analytical methodology, research was conducted through surveys of educators and comparative analysis of existing curriculum frameworks. The Results reveal a significant disparity between theoretical educational standards and practical classroom execution, specifically highlighting the lack of differentiated teaching materials and the rigid nature of traditional assessment methods. In the Discussion, the author argues that successful implementation requires a transition toward integrative modular teaching and the development of students’ self-directed learning competencies. The findings suggest that overcoming these barriers is essential for modernizing the pedagogical process and improving the professional readiness of graduates.
Analysis of Problems in Implementing Subject-Oriented Education with Students
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