Keyword: «project management»

The article discusses the main methodological approaches to the organization of project education in higher education institutions. The author examines the influence of the design and technological model on the formation of the innovative environment of educational institutions in the concept of the formation of third generation universities.

The article considers the problem of finding mechanisms for the development of intellectual giftedness and support of gifted children as the intellectual potential of the country. In order to develop a system of support for intellectually gifted children at the municipality level, the experience of work of Tobolsk Lyceum with such children in an educationally rich environment is taken as a basis.

The article is devoted to the regulatory concept of project management, considering project management as a system of rules of conduct. This approach allows for interdisciplinary research in project management. The sciences that also study the rules of conduct include legal sciences, sociology, standardization and product quality management, psychology with a developed conceptual apparatus, theories, and special research methods. Adaptation of the scientific apparatus of these sciences and development of our own will allow us to study the rules of conduct in project management, form a system of concepts, principles, explain, identify causes and patterns, predict the development of this system, and formulate practical recommendations for project management and their standardization.

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.