PROJECT-BASED LEARNING AS A TOOL FOR DEVELOPING CREATIVITY AND AUTONOMY OF FUTURE SPECIALISTS

Abstract

The article offers a theoretical justification of the potential of project-based technologies as a means of developing creativity and autonomy among future specialists in the context of contemporary transformations in higher education. The methodological framework is grounded in competence-based, activity-oriented, and constructivist approaches combined with the principles of creativity theory and self-regulated learning. The study employs analysis, synthesis, comparison, and systematization of scholarly sources; content-structural analysis of project-based learning models; generalization of current theoretical and practice-oriented research results; and a critical review of the factors influencing the effectiveness of project-based activities in higher education. Results. The study clarifies the concept of project-based technologies as a form of instructional design that integrates intellectual and practical activities, relies on learners’ intrinsic motivation, and focuses on the creation of meaningful educational products. It is demonstrated that project-based learning fosters the development of creative thinking, the ability to independently plan and implement tasks, and the growth of informational, communicative, and social competences. The key mechanisms through which project work influences professional competence–project structure, inquiry and research activities, planning, teamwork, and reflection – are systematized, and the main groups of effectiveness factors are identified: pedagogical, methodological, motivational, organizational, material-technical, and psychological. Conclusions. The findings suggest that project-based technologies, when supported by comprehensive methodological design and an appropriate educational environment, can play a decisive role in modernizing professional training. They enhance the practical orientation of learning and contribute to the development of a creative, responsible, and autonomous future professional. Promising directions for further research include empirical studies aimed at assessing the dynamics of students’ creativity and autonomy across different fields of training under the systematic use of project-based technologies.