Keyword: «higher school»

The relevance of the article is due to the insufficient development of theoretical material and the controversial issue of the project-based activities functionality in the educational process of Russian universities. The aim of the research is to examine the functional potential of the project-based activity. The scientific novelty lies in the fact that the authors explore the functional potential of project-based activities that have already successfully demonstrated their effectiveness in practice, in particular at Sevastopol State University. The study attempts to examine the dynamics of the "project-based activity" concept development, the borrowing and further improvement of progressive ideas of Western educators by domestic researchers. The Western model of student-centered education is evaluated. The authors try to describe the advantages of modern project-based activity at the university, one of which is the creation of a unique atmosphere of mutual cooperation and providing students with the opportunity to express themselves in different areas of educational activity. Special attention is paid in the article to a detailed description of different types of projects, based on the criteria of the line of activities, their structure, organization features, as well as the definition of the final products of student projects. The authors come to a logical conclusion about the wide functional potential of research, information, telecommunication, applied and creative student projects, highlighting in detail what skills and abilities students will acquire during their implementation. In this article, the authors substantiate the idea that project-based activity in a modern higher education institution is an important educational pedagogical technology that allows solving didactic goals and objectives of learning, while moving away from traditional schemes. The high efficiency of project-based learning described by the authors is confirmed by the example of ongoing projects at Sevastopol State University. The authors make a comprehensive analysis of project-based activities in the framework of such disciplines as "Technologies of project-based activity", "Methodology of project-based activity", "Design in the professional field". The article presents a mechanism for implementing significant student projects and their value to potential customers. The theoretical significance of the research lies in the expansion of scientific ideas about the functional potential of project-based technologies in the framework of educational process in the higher education system. The results of the article can be used by university teachers in practical activities when implementing independent, individual or group project-based work of students.

This article examines the problem of organizing a health-preserving education system in higher education institutions for students majoring in pedagogy and psychology. The relevance of the study stems from the need for a systematic updating the content of teaching staff training in the field of health preservation in the context of implementing the "Core of Higher Pedagogical Education" concept. The preservice teacher is considered from three perspectives: as an individual of adolescence with inherent health risks; as a subject of the educational process, experiencing a number of negative factors in the social environment; and as a preservice teacher who, in the future, should be the bearer of healthy lifestyle standards for students. The aim of the work is to create a structural and substantive model of organizing a health-preserving education system in a humanitarian and pedagogical university, including target, substantive, organizational-procedural and evaluative-result blocks aimed at improving the effectiveness of educational and health-improving work in the educational organization. The following approaches were applied in the article to define the organization of a health-preserving education system in a humanitarian and pedagogical university: pedagogical (environment as a set of conditions and technologies organized by the teacher), psychological (environment as a space of psychological safety and comfort), medical and hygienic (environment as compliance with sanitary and epidemiological standards), socio-cultural (integrative) (environment as a way of life and health culture adopted in the organization). The key components of the institute's health-preserving system model are revealed, as well as the organizational and pedagogical conditions for the successful implementation of a health-preserving system at a pedagogical university. This study has high practical significance, as it not only proposes a model for organizing a health-preserving education system at a university but also provides a review of the scientific literature, allowing us to formulate the concept of a health-preserving educational environment as an open concept. This approach allows us to address the issue of the holistic development of preservice teachers, not just their professional competences. Summarizing the branch's many years of experience allows us to transfer successful practices to other educational institutions. This solves the problem of methodological support for the educational process by providing teachers with ready-made models, technologies, and forms of work in the field of a modern approach to the system of developing healthy lifestyle attitudes among students of a humanitarian and pedagogical university.

The article analyzes the current state of digital didactics and substantiates the need to move from the point-to-point use of technology to a system of five key categories of tools: generative AI assistants, platforms for interactive content, cloud environments for asynchronous communication, methodological ecosystems and free professional development programs. The data from the Microsoft Work Trend Index 2024, meta-analyses of research in the field of digital learning in 2024-2025, as well as examples of specific pedagogical scenarios are presented. It is concluded that technology serves as a means of preserving the teacher's resource for live contact with students, creativity and professional growth.