Project-based approach in teaching: University practice

The article considers the technology of project-based learning applied in the higher education system. For decades, this system has developed on the basis of fundamental knowledge rather than its practical application. Graduation from an educational institution posed a difficult task to apply the knowledge gained in the absence of practical skills, and the introduction of project technologies into the educational process solves this problem. The experience of applying project technologies in the higher education system shows the interest of universities and representatives of enterprises and organizations in joint activities for training future specialists. Employers’ requests allow universities to train specialists for specific tasks, which gives the economy an opportunity to increase its potential. Thus, the final qualifying work as a result of learning moves from a theoretical base to practical use. By creating a basis for project activity, universities use end-to-end project-based learning, which allows to prepare the final work through writing term papers. Project-based learning is mentioned in many studies as an independent method and is actively implemented in technical universities. Other areas of study can use project-based technologies for startups, applying theoretical approaches and mechanisms. Being part of training, the project sets real tasks for students: educational methodology is perceived through project goals achieved with a set of actions. The article provides an example of the project-based learning model in training sociologists at the RUDN University.