The article considers the possibility of students to build their individual educational trajectories, the importance of independently determining the path of their self-development. The relevance of this topic is determined by the implementation of the student-centered learning paradigm. Building an individual educational trajectory is reduced to the tasks of analyzing student motivation and identifying the disciplines that will make up the variant part of a student's individual curriculum. Content analysis of students' motivation letters is used to analyze motivations. Information about a student's priority area of knowledge and directions of his activity is the result of content analysis. Academic disciplines are determined on the basis of latent-semantic analysis (LSA). The results of content analysis of motivation letters, student surveys on professional orientation, the results of tests students' knowledge come at the entrance of LSA. The list of knowledge areas for the profession indicated by the student is the result of applying LSA. The subject domain ontology is constructed for representation the knowledge model. The authors use Latent Dirichle allocation to determine the keywords of topics selected by the student subject areas. The identified keywords are the criteria for choosing the discipline that will make up the individual student's curriculum. Testing of the proposed information technology has shown its reliability.