The subject of this article is a theoretical study of already defined and stably predicted parameters that
have been proven to affect the quality and success of completing academic programs of study based on
selected criteria to ensure early identification of students who need guidance.
On the one hand: these parameters can or are already used for targeted, diversity-oriented instructional
guidance; on the other hand: adapted guidance and management of the training process for future teachers
should take into account the individual student successes. Students with different educational paths have
diverse needs for adapting, correcting, and managing this diversity.
In the article, the model of four-dimensional diversity is taken for the methodology and benchmark in
the study of international experience (Gardenswartz L. and Rowe A., 2003). At the center of this fourdimensional model of diversity lies a personality, followed by almost unchanged internal dimensions, such
as age, gender, and ethnicity.
The authors concluded that a method for identifying students who need instructional guidance and the
effectiveness of follow-up should be accompanied by future intervention research