The accession of universities to the Bologna education system requires new approaches to the organization of the educational process, including the need to develop a timetable of classes with new criteria. The article provides a comparative analysis of the traditional education system and the education system based on the credit-module system. The Bologna model takes into account an important feature of the credit system, namely, the individual organization of the educational process, which provides students with the opportunity to draw up individual curricula, freely determine the sequence of studying disciplines, independently draw up a personal semester schedule of classes, and select teachers in academic subjects. An approach to scheduling is presented, consisting of two levels: teacher schedules and individual schedules for each student are formed. Each type of schedule has its own “hard” restrictions and “soft” requirements. The developed software is based on dialogue between the user and the system, combining automation of the functions of assigning classes, monitoring restrictions and requirements, and monitoring the process of assigning classrooms, with the ability of the program user to influence the progress of scheduling, including to improve its efficiency. The result of the program is two schedules: individual schedules of teachers and all subgroups, including students enrolled in them, meeting all the “hard” restrictions and, to the maximum extent possible, “soft” requirements for the class schedule.