Keyword: «проектное обучение»

The relevance of the research is due to the increased attention of the government to the development of information technology, as well as the growing demand of the labor market for competent IT specialists. A modern IT specialist should have not only professional skills, but also be able to work in a team, meet deadlines, adapt to the changing requirements of the project, present the results of the work and interact with other members of the development team. The training of such a specialist, in addition to traditional teaching methods, requires the use of active and interactive methods, including the method of project-based learning. The aim of the article is to develop and test the technology of project-based learning, used to build up the professional competences of IT specialists. To do this, an analysis of the international and domestic experience in the implementation of project–based learning was made at the initial stage. It showed that universities have two strategies for its application: an integrated approach with interdisciplinary projects throughout the entire period of study and an individual approach within individual disciplines. Training of IT specialists was implemented on the basis of the Kuzbass Humanitarian and Pedagogical Institute of the Kemerovo State University, the methodological basis of which was competency–based and activity-based approaches. Teams of developers were formed of 2-nd – 4-th year students, who work in realistic conditions (competency-based approach), and who were given tasks to develop a specific software product (activity-based approach). As a result of applying this approach, 68 projects were implemented during period 2022-2025, in which 450 students participated. During the self-reflection, 89% of all project participants noted the acquisition of new skills, including skills in working with new technologies and teamwork experience, planning their time to meet deadlines for developing and presenting the results of their work. The theoretical significance of the research lies in substantiating the conditions for the implementation of project-based training for modern IT specialists based on the "Training Company" technology and taking into account the specifics of their training. The practical significance lies in the proposed recommendations on the organization of project-based training for IT students, tested on 450 students: the way of teambuilding, the distribution of roles, and the algorithm for evaluating projects. The results of the study are applicable to other universities that provide training for IT specialists.

The relevance of the study is driven by the necessity to fill the gap between the theoretical training of biomedical engineers and the practical demands of modern digital medicine. The rapid development of such fields as computed tomography, 3D visualization and additive manufacturing, along with a specific demand from the medical industry for specialists capable of executing the full cycle of creating personalized biomedical models, make it critical for students to develop comprehensive skills in medical data processing, algorithmization, and three-dimensional modeling. The implementation of interdisciplinary projects that simulate end-to-end technological processes is considered an effective pedagogical tool for developing these practice-oriented competences within engineering education. The aim of this work is to substantiate and empirically test the pedagogical effectiveness of the project-based learning method for the development of interdisciplinary professional competences in technical fields among graduate students, using the development of a digital 3D model of a biomedical object as a case study. Through the example of an end-to-end project involving the creation of a 3D model of a dental cast based on computed tomography data, the authors analyze how such practice allows for the integration of knowledge from medical imaging, algorithm development, mathematical modeling, and digital manufacturing. This approach develops in students the complex skills required to solve real problems at the intersection of engineering and medicine. The pedagogical effectiveness of the proposed methodology has been recognized and empirically confirmed. The course implementation demonstrated that the project-based approach not only facilitated the acquisition of subject-specific knowledge but also promoted the targeted development of key interdisciplinary competences among graduate students: algorithmic thinking, skills in working with medical data, spatial modeling, and an understanding of integrated engineering processes. The theoretical significance of the work lies in the concretization of Project-Based Learning (PBL) principles in the field of biotechnical systems, thereby contributing to the pedagogy of engineering education, particularly in integrating mathematical modeling, medical data processing and digital manufacturing into a unified educational framework. Practical significance is confirmed by the successful implementation of the project, during which students mastered the full development cycle: processing DICOM images, synthesizing a 3D reconstruction algorithm, and exporting to STL format for 3D printing. The developed methodology can be replicated for training specialists at the intersection of engineering and medicine.

The relevance of the research is due to the systemic gap between the outcomes of traditional construction personnel training and the rapidly increasing demands of the industry. Graduates often lack comprehensive integrated professional competency that synthesizes fundamental knowledge, practical skills in using modern software, and managerial and corporate competences. We see overcoming this contradiction in the strategic integration of academic and corporate university resources aimed at creating a holistic educational environment. However, the mere declaration of partnership is insufficient. Specific organizational and pedagogical mechanisms and tools are needed to ensure not episodic but systematic, manageable, and measurable interaction among all participants. Specialized project-based learning platforms are such tools, capable of becoming the digital backbone of integration. The aim is to identify and evaluate the integration potential of a digital project-based learning platform that facilitates interaction between academic and corporate components for the training of civil engineers (using the UrFU “Project Team Interaction” platform as a case study). The leading research method is an in-depth case study, implemented through a set of empirical methods including the analysis of students’ digital activity traces, a survey of three user groups (students, academic supervisors, corporate mentors), interviews, quantitative and qualitative data analysis, and statistical processing of the results. The study identified the architecture and defined the functional modules of the platform, covering the full cycle of student project management. Its application led to a significant improvement of students’ professional competences and reduced the subjective variance of final grades by making the process objective through digital activity traces. Corporate partners highly appreciated the transparency of the process and the possibility of prompt intervention, while the structured digital project portfolio increased graduates’ competitiveness in the labor market. The theoretical significance of the work lies in developing the concept of digitalization as a backbone element of integration processes in engineering education. The practical significance lies in presenting a proven model and tools that can be adapted by other technical universities to build effective industry-specific educational systems.