Physics is the most important background for many sciences because the links between physics and other sciences are expanding in the real world. The rapid development of science and new high technology (for example, nanotechnology) reveal that the continuing symbiotic relationship between physics, biology, medicine and other sciences will become essential for the scientific advancement in the 21st century. So, the demand of physics knowledge is growing together with the physics discipline influence for different studies programs at universities. However, the world physicist community argues that physics education experiences some crisis, because many physics courses are detached from the real life context, employment, society and the environment. Moreover, students do not wish to learn any physics, which is not directly applicable and useful for their future vocation. The reasons of this crisis are the following: first, the changes in the environment of physics science and, second, in our view, the encounter of several approaches and paradigms in physics studies. This calls for the new strategies in physics teaching and learning. Physics education has to undergo a double paradigm shift as well: " evolutionary in physics content (the change of normative approach into interpretative one, the socialization of content). Physicists are supposed to discuss the social and political implications of their work (Boeker, 2003), physics will touch on social and ethical aspects where teachers take a stand and show the importance of natural sciences among physics knowledge in the context of interaction 'science - technology - environment - society' (Zoller, 2000). " revolutionary in educational method (from teaching to learning based on constructivism). Learning is not necessarily carried out in an educational learning environment. Learning is carried out in different spaces of human life and activity, and the learner actively constructs knowledge from experience in his/her personal learning environment. The learning paradigm and learning environments have been discussed and analysed in a number of research works by the researchers from different countries: Biggs (1999), Jonassen and Land (2000), Bowden and Marton (1998), Longworth (1999), Juceviciene (2001), Lipinskiene (2002) and others. Obviously, the change of these paradigms, first of all, should be enabled at the individual's level (student's and teacher's). Their attitudes towards physics as one of the most important natural sciences should be transformed as well as their attitudes to learning as process. Therefore, we are considering the following problem issues: how to enable this individual paradigm change concerning a student and a teacher in the context of paradigm change duplicity? In what ways to achieve the maximal identification and acceptance of student's individual learning environment? Our research is based on the analysis of research literature, documents and theoretical modelling. The analysis of research works made it possible to highlight the principles that support this double paradigm shift on individual level of teacher and student: flexibility and dynamism of educational learning environment (Ramsden (2001), Knasel, Meed, Rossetti (2000), Juceviciene (1997)); individualization of learning (Jonassen, Land (2000), Šiauciukeniene (1997)); socialization of the curriculum and teaching/ learning methods (Ahlberg (1997), Zoller (2000), Juceviciene, Karenauskaite (2002)); metalearning, (Novak, Gowin (1999), Juceviciene, Stanikuniene (2003), Smith (2000)); integration of content and knowledge construction; reflection on action by student and teacher (Argyris (1985), Ramsden (1996), Kolb (1984), Baranauskiene (2000)). We aim to define and justify these principles, to review the educational factors that are active in educational physics environments and determine the identification of student's individual learning environment. On the basis of these principles and factors, the developed Physics Teaching/Learning Environment system will be presented in our report. This system allows expanding the individual learning environment beyond the educational environment as well as meets the requirements of learning paradigm.