This article provides a comprehensive study of the adaptation process of faculty members and students in higher education institutions of Uzbekistan during the transition to the credit-modular system based on the European Credit Transfer System (ECTS). It analyzes the conceptual foundations of the credit-modular system, its differences from the traditional education system, the stages of ECTS implementation, the adaptation challenges faced by professors and students, and the ways to overcome them, as well as pedagogical mechanisms to optimize the adaptation process based on empirical data. Using the example of higher education institutions, a comprehensive approach to solving adaptation problems during the transformation to the credit-modular system is proposed based on the results of pedagogical experimental research.

ECTS, credit-modular system, adaptation

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