Abstract
<jats:p>The study aims to identify, theoretically justify, and experimentally verify a system of pedagogical conditions for developing students’ agency, fostering key components of agency (autonomy, reflexivity, goal-setting, initiative) through individualized learning pathways, project-based research activities, and reflective practices. This system seeks to create a multi-level educational environment that integrates individual (self-regulation practices), regulatory (mentoring support), and social (scientific collaboration) aspects. The article presents interim results of the research on pedagogical conditions for developing university students’ agency. Agency is considered as a systemic quality of personality, integrating autonomy, reflexivity, goal-setting, and initiative, which ensures conscious management of the educational process and professional development. The scientific novelty of the study lies in elaborating a comprehensive model for agency development, integrating three interrelated levels: individual (through expanding opportunities for choosing learning content), regulatory (through systematic reflective practices), and social (through inclusion in professional communities). Data obtained during the first semester demonstrate positive dynamics: an increase in indicators of autonomy, reflexivity, and goal-setting in the experimental group, an increase in the average grade point average, and an increase in scientific activity. At the same time, problematic aspects requiring adjustment were identified: some students experienced difficulties with self-organization, and there was increased stress during the transition to autonomy, which required the introduction of additional sessions with a mentor and training in managing academic workload.</jats:p>