Keyword: «project activities»

The article discusses the implementation of the target model of mentoring in a professional educational organization. Some features of the use of mentoring technology in college are presented, identified as a result of observation, which contribute to the formation of project activities among students in engineering and technical design. The functions, tasks and competencies of a mentor are considered.

The purpose of this article is to determine the pedagogical conditions that effectively promote the development of thrift in children aged 5-6 years within the framework of project activities. Various approaches and methods aimed at the formation of a thrifty attitude to resources are analyzed. The substantive components of the manifestation of thrift in preschool children are also studied, including a conscious attitude to material and non-material resources, respect for the work of adults and an understanding of the value of nature.

The article is devoted to the study of the specifics of the organization and implementation of the technology of project activities in the context of distance learning. Special attention is paid to the use of digital tools and platforms that facilitate effective communication, collaboration and evaluation of results. The article also analyzes the difficulties faced by teachers and students when implementing project activities in a remote format, and offers practical recommendations for overcoming them.

The article examines the problems faced by students and teachers in the process of implementing project activities in high school, as well as their solutions. The authors describe some options for students to complete individual research projects in the field of construction production.

This article examines the activities of Armavir State Pedagogical University (ASPU) in implementing international educational projects in the Republic of Armenia, the Republic of Abkhazia, and the Republic of South Ossetia. Based on an analysis of specific work results for 2025, key principles determining the effectiveness of these activities are identified and characterized: relevance, integration, interactivity, and practice-oriented approach. ASPU projects, aligned with Russian state initiatives promoting the Russian language and education, serve as an effective tool for strengthening humanitarian and cultural ties and creating a common educational and value space.