Utilising Project-based Activities in Higher Education Institutions and Research Establishments as a Manifestation of Students’ Creative Activity
DOI:
https://doi.org/10.63437/3083-6425-2025-2(97)-09Keywords:
project-based activity, higher education, students’ creative activity, educational process, professional preparation, innovative approaches, research institutionsAbstract
This article examines project-based activity as
an integral component of the educational process
in higher education institutions and research
establishments, which serves as a powerful factor
in fostering students’ creative activity. The authors
consider the evolution of approaches to project-based
learning – from the classical pedagogical ideas of John Dewey to contemporary concepts of research-oriented
approaches in educational practice. Particular attention
is devoted to the diverse dimensions of implementing
student projects, notably educational, research, and
innovative ones, which contribute to the development of
professional competencies, interdisciplinary thinking,
communication skills, and leadership qualities amongst
higher education students. Thus, the work analyses the
role of the National Library of Ukraine named after V.
I. Vernadsky as an open scientific-cultural hub, which
provides students with opportunities to realise their
potential through participation in practical work and
creative projects. It demonstrates how interaction with
library collections stimulates creativity, independent
thinking, and forms new approaches to interpreting
cultural heritage. Within the context of contemporary
challenges (digitalisation of education, academic
mobility, socially-oriented learning), project-based
activity is identified as a key instrument for renewing
educational practices. The authors draw attention to
the necessity of institutional support, development
of project offices, and partnerships with external
stakeholders. It has been proven that the systematic
implementation of the project component in the
educational learning process contributes to quality
professional preparation of students. This facilitates
their personal and civic realisation in conditions of a
globalised world.
The historical-pedagogical foundations of the project
method, contemporary approaches to its implementation,
as well as the main forms and directions of student
projects – educational, research, and innovative – have
been analysed. It has been determined that project-based
activity contributes to the development of integration
of academic education into the sociocultural context.
Emphasis has been placed on the challenges and
prospects of implementing the project-based approach in
the educational process, as well as on its significance as
a means of integrating student mobility into the global
educational space.
Downloads
References
Використані літературні джерела
1. Коберник О. М. Проєктна діяльність як засіб розвитку творчого потенціалу особистості. Педагогіка і психологія 2012. № 4. С. 153–161.
2. Кравцов Ю. С. Кухаренко В. М. Дистанційне навчання в системі вищої освіти України. Інформаційні технології і засоби навчання 2020. Т. 80. № 6. С. 271–284.
3. Кушнірук С., Дубровіна І., Шевченко А. Організація проєктної діяльності у підготовці майбутнього івент-педагога: практичний аспект. Молодь і ринок. 2022. № 3–4. С. 53–60. DOI: https://doi.org/10.24919/2308-4634.2019.162724.
4. Потапчук О. Особливості проектної діяльності студентів в навчальному процесі закладів вищої освіти. Молодь і ринок 2019. № 2 (169). С. 59–63. DOI: https://doi.org/10.24919/2308-4634.2019.162724.
5. Савченко А. Сучасні освітні технології в контексті реалізації компетентнісного підходу. Київ: Логос, 2021. 160 с.
6. Benner D. Bildungstheoretische Reflexionen zum forschenden Lernen. Weinheim: Beltz, 2010.
7. Dewey J. Experience and Education. New York: Macmillan, 1938.
8. Fullan M. Leading in a Culture of Change. San Francisco: Jossey-Bass, 2014.
9. Milto L. Sultanova L. Dubrovina I. Fostering critical thinking skills among future teachers. e-mentor. 2020. № 4 (86). P. 13–21. DOI: https://doi.org/10.15219/em86.1478.
10. Partnership for 21st Century Skills. Framework for 21st Century Learning. URL: http://www.p21.org/framework
11. UNESCO. Rethinking Education: Towards a global common good?. Paris: UNESCO 2015.
References
1. Kobernyk, O. M. (2012). Proiektna diialnist yak zasib rozvytku tvorchoho potentsialu osobystosti [Project activity as a means of developing the creative potential of the individual]. Pedahohika i psykholohiia – Pedagogy and Psychology, (4), 153-161. [in Ukrainian].
2. Kravtsov, Yu. S., & Kukharenko, V. M. (2020). Dystantsiine navchannia v systemi vyshchoi osvity Ukrainy [Distance learning in the system of higher education in Ukraine]. Informatsiini tekhnolohii i zasoby navchannia – Information Technologies and Learning Tools, 80(6), 271-284. [in Ukrainian].
3. Kushniruk, S., Dubrovina, I., & Shevchenko, A. (2022). Orhanizatsiia proiektnoi diialnosti u pidhotovtsi maibutnoho ivent-pedahoha: praktychnyi aspekt [Organization of project activity in the training of future event educators: Practical aspect]. Molod i rynok – Youth and the Market, (3-4), 53-60. DOI: https://doi.org/10.24919/2308-4634.2022.259947 [in Ukrainian].
4. Potapchuk, O. (2019). Osoblyvosti proektnoi diialnosti studentiv v navchalnomu protsesi zakladiv vyshchoi osvity [Features of students’ project activity in the educational process of higher education institutions]. Molod i rynok – Youth and the Market, (2)169, 59-63. DOI: https://doi.org/10.24919/2308-4634.2019.162724 [in Ukrainian].
5. Savchenko, A. (2021). Suchasni osvitni tekhnolohii v konteksti realizatsii kompetentnisnoho pidkhodu [Modern educational technologies in the context of implementing a competence-based approach]. Kyiv. [in Ukrainian].
6. Dewey, J. (1938). Experience and education. New York: Macmillan.
7. Fullan, M. (2014). Leading in a culture of change. San Francisco: Jossey-Bass.
8. Benner, D. (2010). Bildungstheoretische Reflexionen zum forschenden Lernen [Educational-theoretical reflections on research-based learning]. Weinheim: Beltz.
9. Milto, L., Sultanova, L., & Dubrovina, I. (2020). Fostering critical thinking skills among future teachers. Ementor, 4(86), 13-21. DOI: https://doi.org/10.15219/em86.1478.
10. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/framework.
11. (2015). UNESCO Rethinking education: Towards a global common good? Paris.
