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DOI: 10.15507/1991-9468.029.202502.282-299

UDC 373.62:338.24

 

Project-Based Learning in Advanced Engineering Schools: Keeping Personal Education Ahead of the Curve

Anastasia D. Melnik
Cand.Sci. (Sociol.), Senior Researcher, Research Laboratory for University Development Issues, Ural Federal University named after the first President of Russia B. N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0003-0273-4422, Scopus ID: 57190430255, Researcher ID: IVV-0555-2023, SPIN-code: 6276-0155, This email address is being protected from spambots. You need JavaScript enabled to view it.

Anatolii V. Merenkov
Dr.Sci. (Philos.), Professor, Professor of the Chair of Applied Sociology, Ural Federal University named after the first President of Russia B. N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0001-5900-0863, Scopus ID: 55819596200, Researcher ID: Q-2004-2015, SPIN-code: 6569-5656, This email address is being protected from spambots. You need JavaScript enabled to view it.

Daniil G. Sandler
Dr.Sci. (Econ.), Associate Professor, Leading Researcher, Research Laboratory for University Development Issues, Ural Federal University named after the first President of Russia B. N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0002-5641-6596, Scopus ID: 56581474400, Researcher ID: AHE-8342-2022, SPIN-code: 3017-4220, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. The discussion about project-based learning centers on the challenges of interrelation between higher education and the labor market and the development of proactive teaching methods in universities. Questions regarding the theory and methodology of project-based learning remain insufficiently explored, particularly concerning the alignment between learning and receiving sought-after specialists by employers, the integration of theory and practice within the educational process. The aim of this research is to analyze project-based learning programs developed by Russian universities and methods of their organization.
Materials and Methods. The empirical sample includes the Russian universities development programs of the federal project “Advanced Engineering Schools” (n = 50). Data collection was carried out using mining of qualitative data (texts of university development programs) using Power BI tools that allowed to structure a large amount of information about the project-based learning in universities into a single array and integrate it with professional software for analyzing qualitative data MAXQDA. The methods of content analysis and comparative analysis were used that allowed to typologize the methods of organizing project-based learning in universities and to highlight the best practices among them.
Results. The comparative analysis revealed the different perceptions of the university management about the value of project-based learning. The article highlights the integration of theoretical knowledge with its practical application in the creative activities of future specialists, fostering the development of continuous professional self-education. Different positions within future employment are identified, in which students can engage through project-based learning: adaptive, basic, exploratory (technological), entrepreneurial, and research-oriented.
Discussion and Conclusion. This research contributes to the development of scientific understanding regarding the formation of highly sought-after young professionals, ready to actively engage in innovation development and implementation through changes in higher education organization within universities. This article is of interest to researchers in higher education and university leadership potentially prepared to utilize project-based learning as a tool for collaboration between universities, specifically students, and industry partners.

Keywords: engagement between enterprises and universities, project-based learning, proactive education, young specialist in demand by employers, student self-education, combination of theory and practice in the educational process

Funding: The research funding from the Ministry of Science and Higher Education of the Russian Federation (Ural Federal University named after the first President of Russia B. N. Yeltsin project within the Priority 2030 Program) is gratefully acknowledged.

Conflict of interests: The authors declare no conflict of interest.

For citation: Melnik A.D., Merenkov A.V., Sandler D.G. Project-Based Learning in Advanced Engineering Schools: Keeping Personal Education Ahead of the Curve. Integration of Education. 2025;29(2):282–299. https://doi.org/10.15507/1991-9468.029.202502.282-299

Author’s contribution:
A. D. Melnik – development of methodology; conducting research and investigation process; specifically visualization; writing the initial draft.
A. V. Merenkov – formulation of research idea; management activities to produce metadata for initial use and later re-use; critical review.
D. G. Sandler – formulation of research concept; management activities to produce metadata for initial use and later re-use; critical review.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 13.11.2024;
revised 16.12.2024;
accepted 23.12.2024.

 

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