Keyword: «project method»

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 article considers the project method as an effective tool for the formation of professional competencies among students of the hotel and restaurant business. Its advantages (practice-oriented approach, development of soft skills) and limitations (time costs, complexity of assessment) are analyzed. Special attention is paid to interdisciplinary projects related to natural sciences and their application in the service sector. Examples of project topics and forms of protection are given, demonstrating the integration of theory and practice in the training of specialists.

the article discusses the theoretical and practical aspects of the organization of project activities for students with disabilities in the context of distance learning. The main groups of difficulties have been identified and organizational and pedagogical conditions have been identified to ensure the effectiveness of project work in an online environment. Special attention is paid to the transformation of the role of the teacher (tutor, facilitator) and the need to adapt the project stages to the individual characteristics of children with disabilities.

The article is devoted to the search for optimal means, methods, and conditions for forming students' readiness for physical and sports self-improvement. It reveals the possibilities of pedagogical design of processes of physical self-education, self-upbringing, and self-development, which are the basis for physical and sports self-improvement. We consider readiness for this type of activity as a state of the subject that ensures the productivity of voluntary physical and sports activities aimed at transforming one's physical and spiritual self. It has been determined that the main means of forming students' readiness for physical education and sports self-improvement is independent work, which is organized on the basis of students' mastery of the system of searching for and mastering physical education and sports knowledge, their ability to design the process of physical education self-improvement, acquire methodological and practical motor skills, develop psychophysical conditions, and enrich their subjective experience of independent physical education and sports activities. In the course of the study, it was established. that the use of the project method increases the effectiveness of the formation of students' readiness for physical education self-improvement, provided that the following pedagogical conditions are met: the organization of joint (teacher-student; student-student) project-research activities based on cooperation; the provision of students with the right to choose research project topics; the actualization of personal meanings and significant motives for physical education and sports activities; the integration of academic and extracurricular work on physical education for students; and the preparation of teachers for cooperation.

The article discusses the role and significance of project activities in the preschool education system. It describes the theoretical foundations of the project method, its features, and advantages for the comprehensive development of preschool children. Special attention is paid to the results of implementing project activities and their impact on the development of cognitive, communicative, and creative abilities of students. The article concludes that the project method is highly effective in fostering independence, initiative, and collaboration skills in children. The material is intended for educators, methodologists, and specialists in the preschool education system.