Keyword: «facilitation»

The digital transformation of higher education and the broad implementation of project-based learning require effective educational interaction models to overcome traditional barriers such as lack of individual support, low student autonomy at undergraduate level, limited thematic diversity of projects, and psychological barriers in instructor communication. The study tests and evaluates the effectiveness of an innovative model of facilitated interaction between graduate and undergraduate students integrated with neural network technologies in the "Project Activities" course. Competence-based, facilitation-oriented, and environmental approaches, along with peer-to-peer learning principles, form the methodological basis. The pedagogical experiment used normative and comparative analysis, educational process design and modeling, surveys, testing, expert evaluations, and comparative statistical analysis. Tested within the 19.03.01 "Biotechnology" program at Peter the Great St. Petersburg Polytechnic University, the model significantly increased student autonomy and motivation, shortened project stages, improved satisfaction ratings (from 2.7 to 4.2 on a 5-point scale), and developed sustainable pedagogical and project-management competences among graduate student moderators (94% reported growth in facilitation and group dynamics skills). The work presents a comprehensive structural-functional educational interaction model combining horizontal mentoring and digital tools advantages. The model fosters targeted development of professional and transversal competences (soft skills) for all participants, that is supported empirically. Developed guidelines and neural network tools are ready for implementation in other universities, representing a promising direction for digital transformation of project-based learning.

The relevance of the study is determined by the need to develop research competences in students, which become crucial in the context of the modern knowledge economy and digital transformation of society. Project-based learning is recognized as one of the most effective methods for developing such competences; however, its success directly depends on the quality of pedagogical support. In this regard, mentoring acts as a system-forming element that ensures the targeted development of students' research potential through individual support, transfer of experience, and organization of reflection. The aim of the article is to theoretically substantiate and practically demonstrate the role of a multi-level mentoring system in developing students' research competence in the context of project-based activities. The leading research approach is the system-activity approach, complemented by the concept of a level-based model of mentoring (mentor, tutor, coach, facilitator) and the competency-based approach. The methodological basis consists of an analysis of domestic and foreign scientific literature, generalization of pedagogical experience, and a description of the empirical implementation of the mentoring system at the Center "House of Scientific Collaboration named after S.V. Ilyushin" of Vologda State University. The main results of the article include: 1) theoretical substantiation of a mentoring model as a complex pedagogical system adaptable to the stages of developing research competence; 2) characterization of the structural components of research competence (motivational-axiological, cognitive, activity-based, reflective) and ways of their development through mentoring; 3) description of practical mechanisms for integrating mentoring into project-based activities (hackathons, project sessions, All-Russian Educational Initiative «Sirius Summer: Start Your Project»), illustrated with specific cases; 4) presentation of a system of methods and tools used by mentors to develop students' research skills. The theoretical significance of the work lies in systematization of modern approaches to mentoring and clarifying its role in developing research competence. The practical significance is determined by the presentation of tested formats and technologies of mentoring activity that can be implemented in general, additional, and higher education institutions to improve the efficiency of project-based work and prepare competitive personnel.

This article examines the concept of «free group communication space» (FGS) as an innovative educational technology that promotes the development of students' communicative competence, agency, and collaboration skills. It is demonstrated that organizing educational interactions through free group communication facilitates a higher level of engagement, meaningful participation, and responsibility. The philosophical, psychological, and pedagogical foundations of this technology are analyzed, its structure is revealed, and practical recommendations for implementation are offered.