You are here: Home Аrchive of articles 2025 №3 List of Article 01. Pevnaya M. V., Shuklina E. A., Tarasova A. N. Infrastructure Environment of Project-Based Learning in Russian Universities: Experts’ View (In Russ.)

PDF To download article. 

DOI: 10.15507/1991-9468.029.202502.402­-421

UDC 378.111

 

Infrastructure Environment of Project-Based Learning in Russian Universities: Experts’ View

Mariya V. Pevnaya
Dr.Sci. (Sociol.), Associate Professor, Head of the Chair of Sociology and Technologies of Public and Municipal Administration, Ural Federal University named after the First President of Russia B.N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0003-3591-1181, Scopus ID: 57200641582, Researcher ID: AAA-6886-2019, SPIN-code: 6641-3094, This email address is being protected from spambots. You need JavaScript enabled to view it.

Elena A. Shuklina
Dr.Sci. (Sociol.), Professor, Professor of the Chair of Sociology and Technologies of Public and Municipal Administration, Ural Federal University named after the First President of Russia B.N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0001-6478-4332, Scopus ID: 6603641875, Researcher ID: E-6113-2014, SPIN-code: 1190-6779, This email address is being protected from spambots. You need JavaScript enabled to view it.

Anna N. Tarasova
Cand.Sci. (Sociol.), Associate Professor, Associate Professor of the Chair of Sociology and Technologies of Public and Municipal Administration, Ural Federal University named after the First President of Russia B.N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0002-9448-2893, Scopus ID: 57201826388, Researcher ID: B-1811-2017, SPIN-code: 1228-4836, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. The introduction of project­based learning in Russian universities is characterised by heterogeneity associated with different starting opportunities and strategies of its implementation. There is a lack of research on the infrastructure of project­based learning, which prevents us from analysing its effectiveness. The aim of the article is to analyse expert assessments of the infrastructural environment of project­based learning in russian higher education institutions, empirical typology of higher education institutions based on its three components: normative, organisational and informational; to identify the relationship between the features of the infrastructural environment and strategic directions of higher education institution policy in the field of project­based learning.
Materials and Methods. The research methodology is based on the application of the environmental approach. The empirical data were collected from March to April 2024 through the implementation of semi­formalised expert interviews, targeting a specific sample. A total of 65 experts were interviewed, including administrators and organisers of project­based learning from 49 regional Russian universities located in 32 cities across all federal districts of the Russian Federation. The hierarchical clustering algorithm using the intra­group links method was used to group universities according to 13 indicators characterizing the project­based learning infrastructure.
Results. The obtained results allowed us to determine the features of the infrastructure environment of Russian universities. An insufficient level of development of the information infrastructure and limited support for project­based learning at the level of individual institutes and faculties were noted. Three clusters of universities and, accordingly, three models of the infrastructure environment of project­based learning were identified: a model of comprehensive integration of project­based learning into the educational environment of the university, a model of active development of the infrastructure of project­based learning, and a model with developing potential for project­based learning. The study’s findings suggest a direct correlation between the sophistication of infrastructure and the scale of implementation of project­based learning. It is posited that as infrastructure evolves, the scope for implementing a mass approach to project­based learning at universities increases.
Discussion and Conclusion. The presented typology of universities by the formation of the infrastructure environment is of great importance for generalizing and comparative analysis of the results of project activities. The results and conclusions of the work are useful not only for researchers, but also for managers seeking to develop project­based learning in their universities.

Keywords: project-­based learning, organizational development of universities, models of organizational integration, development of Russian universities, expert survey, transformation of higher education, infrastructure environment for project-­based learning

Funding: The research was supported by Russian Science Fondation (project No. 24­-28-­01482, “Project-­Based Learning in the Development of Professionalism and Citizenship of Russian Students: Managerial Context and Formation of Transformative Agency”).

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

For citation: Pevnaya M.V., Shuklina E.A., Tarasova A.N. Infrastructure Environment of Project­Based Learning in Russian Universities: Experts’ View. Integration of Education. 2025;29(3):402–421. https://doi.org/10.15507/1991­-9468.029.202503.402-­421

Authors’ contribution:
M. V. Pevnaya – formulation of research goals and aims; development of methodology; management activities to produce metadata for initial use and later re­use; conducting a research and investigation process; specifically critical review.
E. A. Shuklina – management activities to produce metadata for initial use and later re­use; conducting a research and investigation process; writing the initial draft.
A. N. Tarasova – application of statistical techniques to analyse study data; specifically visualization; writing the initial draft.

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 23.12.2024;
revised 24.02.2025;
accepted 03.03.2025.

 

REFERENCES

  1. Kornetov G.B. The Project Method of W.H. Kilpatrick. Part 1. The Essence and Development of the Method. Innovative Projects and Programs in Education. 2020;(5):16–24. (In Russ., abstract in Eng.) https://elibrary.ru/fyhhvo
  2. Khlebnikov N.A., Obabkov I.N., Knyazev S.T., Sandler D.G., Shesterov M.A., Kuklin I.E. Organizational Model of Project-Based Learning in Undergraduate Studies. University Management: Practice and Analysis. 2023;27(1):50–57. (In Russ., abstract in Eng.) https://doi.org/10.15826/umpa.2023.01.006
  3. Khamidulin V.S. Development of a Model of Project-Based Learning. Higher Education in Russia. 2020;29(1):135–149. (In Russ., abstract in Eng.) https://doi.org/10.31992/0869-3617-2020-29-1-135-149
  4. Ahmad S.T., Watrianthos R., Samala A.D., Muskhir M., Dogara G. Project-Based Learning in Vocational Education: A Bibliometric Approach. International Journal of Modern Education and Computer Science. 2023;15(4):43–56. https://doi.org/10.5815/ijmecs.2023.04.04
  5. Skilton P.F., Forsyth D., White O.J. Interdependence and Integration Learning in Student Project Teams: Do Team Project Assignments Achieve What We Want Them To? Journal of Marketing Education. 2008;30(1):57–65. https://doi.org/10.1177/0273475307312198
  6. Usman A., Agustina L., Bahri A. Enhancing Critical Thinking and Academic Achievement through Different Learning. International Journal of Evaluation and Research in Education. 2024;13(6):4271–4278. http://doi.org/10.11591/ijere.v13i6.27993
  7. English M.C., Kitsantas A. Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning. 2013;7(2):128–150. https://doi.org/10.7771/1541-5015.1339
  8. Guo P., Saab N., Post L.S., Admiraal W. A Review of Project-Based Learning in Higher Education: Student Outcomes and Measures. International Journal of Educational Research. 2020;102:101586. https://doi.org/10.1016/j.ijer.2020.101586
  9. Dolmans D.H.J.M., Loyens S.M.M., Marcq H., Gijbels D. Deep and Surface Learning in Problem-Based Learning: A Review of the Literature. Advances in Health Sciences Education. 2016;21(5):1087–1112. https://doi.org/10.1007/s10459-015-9645-6
  10. Sorici C.O., Sălceanu C., Matei R.S., Sburlan D.F., Țiței A., Gîrțu M.A. An Extracurricular Project-Based Training Course in Innovation and Entrepreneurship Delivered to a Transdisciplinary Group of Students in Engineering, Social Sciences, Arts and Medicine. Education Sciences. 2023;13(10):967. https://doi.org/10.3390/educsci13100967
  11. Yusri R., Yusof A.M., Sharina A. A Systematic Literature Review of Project-Based Learning: Research Trends, Methods, Elements, and Frameworks. International Journal of Evaluation and Research in Education. 2024;13(5):3345–3359. http://doi.org/10.11591/ijere.v13i5.27875
  12. Reis A.C.B., Barbalho S.C.M., Zanette A.C.D. A Bibliometric and Classification Study of Project-Based Learning in Engineering Education. Production. 2017;27(spe):e20162258. https://doi.org/10.1590/0103-6513.225816
  13. Odeh M., Patanakul P. An Effective Method in Project Management Education: A Stepwise Project Modelled on a Real-Life Project. The International Journal of Management Education. 2024;22(3):101079. https://doi.org/10.1016/j.ijme.2024.101079
  14. Naumkin N.I., Glushko D.E., Kupryashkin V.F., Abushaeva Z.Kh. Creating Project-Activity Educational Environment for Innovative Training of Future Engineers. Integration of Education. 2024;28(2):172–192. (In Russ., abstract in Eng.) https://doi.org/10.15507/1991-9468.115.028.202402.172-192
  15. Pérez-Rodríguez R., Lorenzo-Martin R., Trinchet-Varela C.A., Simeón-Monet R.E., Miranda J., Cortés D., et al. Integrating Challenge-Based-Learning, Project-Based-Learning, and Computer-Aided Technologies into Industrial Engineering Teaching: Towards a Sustainable Development Framework. Integration of Education. 2022;26(2):198–215. https://doi.org/10.15507/1991-9468.107.026.202202.198-215
  16. Isaev A.P., Plotnikov L.V. Technology for Training Creative Graduates in Engineering Bachelor’s Programs. Higher Education in Russia. 2019;28(7):85–93. https://doi.org/10.31992/0869-3617-2019-28-7-85-93
  17. Widiastuti A., Supriatna N., Disman, Siti Nurbayani K. Development of Learning Models to Increase Entrepreneurship Competency. Malaysian Online Journal of Educational Management. 2023;11(2):1–17. Available at: https://clck.ru/3Mt5HZ (accessed 10.12.2024).
  18. Aslanov Ya.A., Detochenko L.S., Lepin A.P., Martynova E.V. Determinants of Success and Risks of Implementing the “Service Learning” Approach in a Project-Oriented Learning Environment. Higher Education in Russia. 2024;33(8–9):63–83. (In Russ., abstract in Eng.) https://doi.org/10.31992/0869-3617-2024-33-8-9-63-83
  19. Pan G., Seow P.-S., Shankararaman V., Koh K. Essence of Partnership Management in Project-Based Learning: Insights from a University’s Global Project Programme. Journal of International Education in Business. 2021;14(2):297–319. https://doi.org/10.1108/JIEB-04-2020-0031
  20. Lizunkov V.G., Politsinskaya E.V., Gazin K.A. The Architecture of Project-Based Learning in the Supplementary Vocational Education System in a Higher Education. International Journal of Emerging Technologies in Learning (iJET). 2020;15(4):227–234. https://doi.org/10.3991/ijet.v15i04.11694
  21. Dai C.X., Wells W.G. An Exploration of Project Management Office Features and Their Relationship to Project Performance. International Journal of Project Management. 2004;22(7):523–532. https://doi.org/10.1016/j.ijproman.2004.04.001
  22. Bertel L., Askehave I., Brohus H., Geil O., Kolmos A., Ovesen N., et al. Digital Transformation at Aalborg University: Interdisciplinary Problem- and Project-Based Learning in a Post-Digital Age. Advances in Engineering Education. 2021;9(3):1–13. Available at: https://clck.ru/3Mt7WR (accessed 15.12.2024).
  23. Oluwajana D., Adeshola I., Clement S. Does the Use of a Web-Based Collaborative Platform Reduce Cognitive Load and Influence Project-Based Student Engagement? Current Psychology. 2023;42:8265–8278. https://doi.org/10.1007/s12144-021-02145-0
  24. Shpeizer R. Towards a Successful Integration of Project-Based Learning in Higher Education: Challenges, Technologies and Methods of Implementation. Universal Journal of Educational Research. 2019;7(8):1765–1771. https://doi.org/10.13189/ujer.2019.070815
  25. Kuklina M.V., Trufanov A.I., Urazova N.G., Bondareva A.V. Analysis of the Implementation of Project-Based Learning in Russian Universities. Modern Problems of Science and Education. 2021;(6). (In Russ., abstract in Eng.) https://doi.org/10.17513/spno.31320
  26. Cunningham J.A., Menter M. Transformative Change in Higher Education: Entrepreneurial Universities and High-Technology Entrepreneurship. Industry and Innovation. 2021;28(3):343–364. https://doi.org/10.1080/13662716.2020.1763263
  27. Meng T.V. A Milieu Approach to Organizing Educational Process in Universities. Izvestia: Herzen University Journal of Humanities & Sciences. 2008;(52):70–83. (In Russ., abstract in Eng.) https://elibrary.ru/kxnpgr

 

PlumX

Лицензия Creative Commons
This work is licensed under a Creative Commons Attribution 4.0 License.

Details
Hits: 41