Keyword: «проектное обучение»

This article examines the problem of forming professional competencies among students specializing in "Advertising and Public Relations" amid the transformation of higher education toward practice-oriented learning. The relevance of the study is determined by the need to bridge theoretical training with real-world market challenges. The university's own brand is proposed as a primary platform for skill development. Using Ryazan State University named after S.A. Yesenin (RSU) as a case study, the article analyzes opportunities for involving students in university brand promotion processes. It is revealed that the presence of a registered trademark, brand book, and diverse target audiences creates a unique environment for "participant observation" and the implementation of student projects. The study substantiates the effectiveness of a project-based approach that enables students to experience the full cycle of advertising management. Based on the research findings, the authors conclude that implementing a continuous model of student participation in university brand communications across all stages of education is essential to overcome the gap between academic knowledge and practical skills.

This article systematizes modern approaches to understanding creativity and innovation in education, analyzes the theoretical foundations of the formation of students’ creative competencies and explores the influence of the educational environment, teacher and methods on the development of creative thinking. The key constructs of creative thinking (idea generation, flexibility of thinking, functional application of knowledge), the role of the teacher as a leader of the creative process, as well as the influence of digital technologies, project-based learning and assessment on the development of creativity are considered. The paper synthesizes data from reviews and empirical studies from 2000 to 2025 and proposes an integrative framework for implementing creative practices in school, college, and university contexts. It discusses practical implications for daily learning activities, including the design of educational events, the assessment of creativity, and the organizational conditions that promote sustainable creative development among students. The article emphasizes the need for an interdisciplinary approach to teaching creativity and suggests areas for further research.