Roles of lecturer and student in the context of transformation of higher education (using of project based learning)

Introduction. In modern conditions, the higher education system is forced to respond to new challenges and change to meet the needs of society and the market. These changes are associated, first of all, with the need for practice-oriented training, bringing science and education closer together, increasing the role of student independence, as well as the need to use an interdisciplinary approach. In this regard, the role of the lecturer in the educational process is changing. The teacher must use new techniques and teaching methods, ones that will prepare a future specialist, a university graduate, to solve practical problems immediately after receiving a diploma. Project activity as part of the educational process at a university can solve many problems that teachers and students now face. The purpose of the study is to understand the changing roles of lecturer and students in the context of transformation of higher education using the example of organizing project activities. Materials and methods. The survey involved 152 regional studies students of the Faculty of Humanities Education of the Novosibirsk State Technical University (Russian Federation) aged 19 to 23 years (1-4 years). Statistical processing of the results was carried out by combining and grouping statistical materials. Results. Based on the survey, the results of students' expectations in the process of obtaining an education were revealed. It was not intended to explain or understand these results in detail. But we can state their general collective orientation and this is connected with the desire to learn (gain new knowledge, get acquainted with methods of processing/analysis of factual material). The main function of a student, according to the survey, is studying/gaining knowledge (100%), second place is occupied by a function related to communication (79.6%), followed by respect (34.51%). It is interesting that students perceive the functions of a teacher in a similar way: in the first place – to teach (100%), in the second place – to communicate (51%), third – to respect (48%). Conclusion. The use of project activities in the educational process in higher education helps the lecturer organize the educational process in such a way that learning takes place on the basis of the convergence of theory and practice, students act as active participants, mastering not only professional, but also communicative competencies, learn to work in a team, decide current tasks within the framework of your future profession. However, a detailed study of the mechanism for using this technology within individual academic disciplines is necessary.