Keyword: «functional potential of project-based activity»

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.