CONSTRUCTING A PROJECT-BASED EDUCATIONAL ENVIRONMENT AT THE UNIVERSITY: FROM THEORETICAL CONCEPTUALIZATION TO INSTITUTIONAL IMPLEMENTATION

The article provides a comprehensive analysis of project-oriented learning (POL) as a key tool for modernizing higher education in Russia. The study identifies systemic shortcomings of traditional approaches (theory-practice divide, low student motivation) and demonstrates POL’s effectiveness in developing both professional and transversal competencies among graduates. Based on the analysis of Russian case studies (universities in engineering, design, biology, economics), the authors identify successful POL implementation models (end-to-end project design, project chains, integration into professional modules), emphasizing the importance of practice-oriented tasks, interdisciplinary approaches, and modern technologies (digital twins, specialized software). The article examines key barriers to implementation (organizational complexities, resource constraints, methodological assessment challenges) and proposes concrete recommendations: establishing project management offices, developing “university-enterprise” network partnerships, phased implementation strategies, investments in ICT infrastructure, and adaptation of regulatory frameworks. It concludes that widespread adoption of POL, requiring systemic restructuring of the educational paradigm and federal-level support, is critically important for training competitive specialists capable of solving complex challenges in the digital economy. The material is valuable for university administrators, curriculum developers, educators implementing or planning to implement project-based methods, and industry representatives interested in collaborating with universities.