Integrative Processes as the Intensional and Procedure Kernel of Metaproject Education

Integrative processes are one of the leading global trends of the development of modern education in modern educational theory and educational practice, comparable with informatization, humanization, and humanitarization. K. Yu. Kolesina (2013) describes them as “new paradigms of the educational process” and “one of the most promising innovative directions that can solve many problems of fragmented education”. Integrative processes are among the most promising directions of innovative activities in the field of pedagogical theory and educational practice. The educational field of integration is expanded. The above stated means not only the integration of the content, but also the integration of organizational forms, educational technologies, and work methods of learners. The concept of metaproject education, which focuses on the search for innovative ways and means of harmonisation of strategic and tactical goals of modern education, gives a new impulse to the development of integrative processes in modern education, as well as the technology of project-based learning. The authors considered a metaproject approach to education as a systemic generalization, fusion of interconnected and interacting types of integration (substantive, procedural, emotional-imaginative, etc.) aimed at achieving meta-subject results. Project-based learning has gained a considerable attention today. The proposed concept of metaproject education significantly expands the educational potential of project-based learning and creates conditions for active acquisition of socio-cultural experience. The paper discusses key aspects of mutual enrichment of integrative and metaproject education.