Tatyana В. Kyzyoma

The relevance of the conducted research is due to the insufficient theoretical material and the discussion in the scholarly and pedagogical space on the expediency of including project-based activities in the educational process of higher educational institutions in the Russian Federation and the specifics of its organization in different universities. The aim of the article is to examine the specific features of using the functional capabilities of project-based activities at the higher educational institution. The article emphasizes the role of project-based activities as an important form of education in a higher educational institution, which has functional potential in training successful, competitive, promising, and in-demand specialists in the labor market, as well as proactive, harmonious, and well-rounded individuals who are resistant to the ever-changing modern scientific realities. When writing the article, both theoretical approaches to research (generalization, analysis, synthesis, and deduction) and practical approaches aimed at improving existing project practices were used. The application of these approaches allowed the authors to conduct a study to determine the specific features of project implementation at Sevastopol State University in different years and formats. The scientific novelty of the study lies in the fact that the authors highlight new ways of project implementation (intensive courses, the Accelerator, and work in university scientific societies and laboratories), which have been tested at Sevastopol State University and have already shown their effectiveness. Special attention is paid to the development of soft and hard skills in students during their participation in project interaction. The article provides a comparison and description of different types of self-motivation (internal, external, social, goal-oriented, and self-regulation) as an important soft skill. The article emphasizes the importance of teachers in project-based activities and the diverse roles they play in this process. The article also explores the functional resources of the project method in students' educational, creative, organizational, and research activities. The authors analyze the practical experience of using project-based activities at Sevastopol State University. The article describes the reflection of project-based activities in syllabi and curricula, and characterizes the content of academic disciplines within which students are initiated into project-based activities. The article also addresses the issue of motivational support of university administration for project collaboration participants. The article presents a high-performance implementation of project-based learning, which is supported by a number of successful projects completed by students at Sevastopol State University. The theoretical significance of the study lies in deepening the understanding of the importance and necessity of using project-based technologies in the educational process at a higher education institution. The practical value of this article lies in the possibility of using its results by university teachers when organizing projects of various types.

The relevance of the article is due to the insufficient development of theoretical material and the controversial issue of the project-based activities functionality in the educational process of Russian universities. The aim of the research is to examine the functional potential of the project-based activity. The scientific novelty lies in the fact that the authors explore the functional potential of project-based activities that have already successfully demonstrated their effectiveness in practice, in particular at Sevastopol State University. The study attempts to examine the dynamics of the "project-based activity" concept development, the borrowing and further improvement of progressive ideas of Western educators by domestic researchers. The Western model of student-centered education is evaluated. The authors try to describe the advantages of modern project-based activity at the university, one of which is the creation of a unique atmosphere of mutual cooperation and providing students with the opportunity to express themselves in different areas of educational activity. Special attention is paid in the article to a detailed description of different types of projects, based on the criteria of the line of activities, their structure, organization features, as well as the definition of the final products of student projects. The authors come to a logical conclusion about the wide functional potential of research, information, telecommunication, applied and creative student projects, highlighting in detail what skills and abilities students will acquire during their implementation. In this article, the authors substantiate the idea that project-based activity in a modern higher education institution is an important educational pedagogical technology that allows solving didactic goals and objectives of learning, while moving away from traditional schemes. The high efficiency of project-based learning described by the authors is confirmed by the example of ongoing projects at Sevastopol State University. The authors make a comprehensive analysis of project-based activities in the framework of such disciplines as "Technologies of project-based activity", "Methodology of project-based activity", "Design in the professional field". The article presents a mechanism for implementing significant student projects and their value to potential customers. The theoretical significance of the research lies in the expansion of scientific ideas about the functional potential of project-based technologies in the framework of educational process in the higher education system. The results of the article can be used by university teachers in practical activities when implementing independent, individual or group project-based work of students.

The relevance of the article is due to the obvious current need in the conditions of modernization of higher education to find new productive forms, methods, and learning tools that meet the requirements of the modern student-centered educational paradigm, among which facilitation technologies play a significant role. The teacher-facilitator's knowledge of algorithms for organizing various types of facilitation, in particular basic and developmental ones, understanding the differentiating features of team and collaborative group work of students, the ability to use effective student-centered facilitation techniques (Work Out, Future Search, Open Space, Polarization of opinion, Brainstorming) in the process of a group work facilitation are mandatory components of pedagogical and professional skills of a modern university teacher. The purpose of this study is to examine the functionality of facilitation technologies in their implementation in the group work of students. The scientific novelty lies in the fact that the authors explore the functional potential of using facilitation technologies that have already successfully shown their effectiveness in practice in organizing group work of students at the university. The authors define the characteristic features of team and collaborative group work of students, when implementing facilitation technologies in it, noting the wide educational and formative potential of such activity, possible formats of its organization. Two types of facilitation can be distinguished at the current stage of the development of theoretical research in this field: pedagogical and social. The first one considers increasing the productivity of education and the development of subjects of the professional and pedagogical process due to the communication style and personal characteristics of the teacher. While the second focuses on increasing efficiency in terms of speed and productivity of a person's activity through the actualization of the image of a rival person or a human observer in a person’s mind. The study makes an attempt to assess the advantages of collaborative group work of university students, as well as to reveal the process of facilitative interaction not only between the teacher and university students, but also within the group itself. The article justifies the idea that proper communication is one of the important key life skills and it is necessary for group work of students. The main requirements for improving communication skills among the students of the group, knowledge of which is necessary for the teacher-facilitator, are clarified. The authors come to a logical conclusion about the wide functional potential of facilitation technologies in organizing group work with students. The theoretical significance of the article lies in the authors' expansion of scientific ideas about the prospects of facilitation technologies in the higher education system. The results of the study can be used by teachers of higher educational institutions of the Russian Federation in practical work when organizing various types of group work of students in project-based activities, lectures and practical classes.