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PROJECT LEARNING AS AN INNOVATIVE DIRECTION OF HIGHER PROFESSIONAL EDUCATION (ON THE EXAMPLE OF REPUBLIC TATRSTAN, RUSSIA)

Margarita Mironova, Рустем Маратович Сиразетдинов, Olga Belay, Dilyara Mukhametzyanova, Daniya Bikchantaeva

Abstract

The primary goal of the economic and innovative potential development lies in promoting cooperation between Russian universities along with academic organizations and manufacturing companies in order to expand knowledge-intensive production and fuel the supply of innovative products and services. Cooperation between universities and enterprises is organized around the joint development of sought-after technological solutions which are used as the basis for the creation of innovative products. By addressing applied problems, engineering universities and institutions cultivate specialists who have the competencies and skills which are in demand in the modern innovative economy. The modern system of engineering education should be aimed at training individuals who not only will not lose their value for further development of the economy, but, on the contrary, will become more effective through the ability to adapt to the new demands of human - machine interaction and generate new jobs for the economy. Thus, project-based competence developed in the process of project-based learning is indicative of the level of professional and personal development of graduates. The ability to come up with high-quality projects represents a substantial component of the professional competence of specialists. In light of the aforementioned, universities must work consistently and purposefully to develop project-based competence in students. For these challenges to be addressed, educational establishments not only need to invest substantial resources, but are also required to be have significant technological capabilities. The authors shows that the implementation of project-based learning develops the intellectual and creative abilities of students. The students need to work in conditions of uncertainty in project-based learning that leads to the formation of the ability to develop innovative thinking when they are solving non-standard tasks of project activity.

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DOI resolver: doi.org/10.5593/sgem2020/5.2/s22.105

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