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Belogay K.N., Borisenko Y.V., Bugrova N.A., Ilkevich V.V. Developing intellectual abilities in technical school students by means of differentiated learning. Pedagogical Review. 2026. Issue 5 (69). P. 132-147

The problem of development of intellectual abilities of an individual in older ages, beyond the boundaries of childhood, is considered. The article presents the results of an experimental study aimed at developing the intellectual abilities of technical school students in the process of studying mathematical disciplines using differentiated learning technology. The relevance of issues of intellectual development of an individual is determined by the ever-more complex reality and the updated requirements for the professional competence of future specialists. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of developing intellectual abilities in technical school students through differentiated learning. The research hypotheses: the intellectual abilities of technical school students are characterized by an immature component structure, multi-level substantive characteristics of the verbal and non-verbal components; the development of intellectual abilities in technical school students is optimized through differentiated learning. Empirical data was collected using specially selected methods: R. Amthauer's intelligence structure test, "Intellectual lability" modified by S.N. Kostromina. Fifty first-year technical school students aged 15-16 participated in the study. At the initial stage of the study, it was established that the structure of students' intellectual abilities is moderately heterogeneous, including average and low values of verbal and non-verbal components, and the general intelligence quotient is reduced. The relationship between intellectual lability as an integrative universal characteristic of activity and a number of parameters of students’ intellectual abilities was revealed. The results of the control stage of the study confirm the effectiveness of differentiated learning tools for developing the components of the structure of students’ intellectual abilities. Significant positive dynamics were established for the parameters of mathematical and constructive abilities related to the non-verbal component, as well as general intelligence and intellectual lability.

Keywords: intelligence, intellectual abilities, intellectual lability, technical school students, differentiated learning