Introduction. The relevance is justified by the practical necessity of individualisation in the conditions of mass education. One of the tools to improve the effectiveness of the educational process in higher educational organisations is an individual educational route (IER). Personality-oriented approach contributes to the activation of students' cognitive activity. The accumulated experience in the field of IER design on the scale of higher education institutions deserves attention, but it is not universal. The aim of the study is to design IER taking into account the current pedagogical situation within the framework of the study of bachelors of professional discipline (design of textile materials products). The author considers the task of ensuring the flexibility of the IER design model as the main one.

Materials and methods. When studying the initial state of the experimental object, empirical methods of pedagogical research were used: study of documents, pedagogical experience, observation, testing, non-formalized conversation, and theoretical methods - generalization and analysis. The main methods of research were: formalization, modeling, experiment and project method. The pedagogical experiment involved three groups of undergraduate students, one control group and two experimental groups. To verify the existence of a causal relationship between the implementation of the IER design model and the obtained positive results of the experiment, the methods of statistical data processing were applied.

Results. The interrelated basic scheme of initial data preparation and the model of the process of IER design for university students in the study of professional disciplines have been developed. The scheme of initial data preparation provides an approach to the analysis of factors taking into account the direction of their influence on the process of IER design. In accordance with the developed model, it is proposed to design IER of university students in three stages; attention is paid to the formation of student's readiness to consciously design IER.

Discussion. The positive effect of the experiment is the increase in the level of formation of professional competencies in the discipline in the experimental groups relative to the control group. The validity of the results was verified by methods of mathematical statistics.

Conclusion. The model built taking into account the analysis of initial data according to the proposed scheme and allowing to realise flexible design of IER on the basis of conscious choice of the student is viable. The author's approach to the design of individual educational routes is universal and is successfully applied in the conditions of modern higher education institution.

The author's approach to the design of IER of university students in the process of studying a professional discipline is characterised;

Structuring of all influencing factors is proposed to analyse the initial factors in accordance with the principle scheme;

The model of the process of stage-by-stage IER design is developed.

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