 The authors developed a learning model to evaluate student progress over time by using fractional equations. This model was applied to describe the transformation of students' knowledge, abilities, and skills into a more complex background, which can be used in future professional activities. The model also takes into account various factors such as the youth's neurodynamic and psychological nature. The results showed that students who assimilated the content of teaching information and formed personal experiences were grouped into different categories. These groups were compared to the set of models with equations of fractional orders of aperiodic and fractional power components. Future work will focus on improving this model by taking into account the special characteristics of cognitive processes aimed at forming an individual path of student learning. This article was authored by Alexei P. Cornei, Larisa V. Heresymenko, and Victor V. Busher.