In adaptive learning management systems, study information is presented using a defined curriculum and content representation requirements. The drawback of these systems is associated with the methodology for assessing the acquired knowledge, where knowledge validation modules are used to assess the achievements of the learner in a specified period. During the implementation of the learning process, forgetting of knowledge is observed, which affects the learner's level of knowledge at the end of the learning process. The research domain of the Doctoral Thesis is related to adjusting the adaptive curriculum to the learner's level of knowledge and the ability to master the study content.