Modelling project activities for future teachers within the innovative infrastructure of pedagogical universities: integrative solutions

Introduction. In the quest to enhance the training of future teachers, particular emphasis is placed on identifying the educational potential of new learning environments within pedagogical universities under the Ministry of Education of Russia. These institutions have undergone infrastructure updates as part of federal programs designed to support education. Aim. The aim of this study is to develop an original model for organising the project activities of student teachers, taking into account the contemporary infrastructural capabilities of pedagogical universities under the Ministry of Education of Russia. Methodology, methods and techniques. The methodological foundation of this research is grounded in the principles of community development pedagogy and the design of evolving educational systems. The integration of integrative, synergetic, environmental, and system-activity approaches facilitated the identification and development of components within the author’s model for organising project activities for future teachers in the context of pedagogical technoparks, such as “Quantorium”, and technoparks focused on universal pedagogical competencies in higher education institutions under the Ministry of Education of the Russian Federation. The validation of the developed model was conducted through expert assessments. Results. The authors developed the model for organising project activities for future teachers within the innovative infrastructure of pedagogical universities. The main components of the model are outlined, including integrative objectives and anticipated outcomes of students’ project activities, interdisciplinary project content, and a technological component that facilitates the transformation of interdisciplinary project content into personally meaningful experiences through the technology of collaborative distributed project activities. The study identifies and justifies the conditions necessary for the effective implementation of the developed model, focusing on the management of processes, resources, and participants involved in interdisciplinary project activities. Scientific novelty. Integrative processes, within the context of this study, are regarded as a pedagogical phenomenon that reflects the interconnections among the objects, processes, and subjects involved in project activities. Practical significance. The research materials can be utilised in the development of programmes aimed at enhancing the infrastructure of pedagogical universities. They can also assist in the refinement of educational curricula for training teaching staff, particularly in disciplines that prepare future educators to effectively organise project-based activities within contemporary educational environments.

1. Andryukhina L.M., Guzanov B.N., Anakhov S.V. Engineering thinking: vectors of development in the context of the transformation of the scientific picture of the world. Obrazovanie i nauka = The Education and Science Journal. 2023;25(8):12–48. (In Russ.) doi: 10.17853/1994-5639-2023-8-12-48

2. Tarasov S.V., Spasskaya E.B. The role of career guidance activities of a pedagogical university in the professional self-determination of applicants. Obrazovanie i nauka = The Education and Science Journal. 2023;25(10):45–75. (In Russ.) doi: 10.17853/1994-5639-2023-10-45-75

3. Shageeva G.R. Proektnaia deiatel’nost’. Organizatsiia deiatel’nosti v proektnoi ekonomike = Project Activities. Organization of Activities in the Project Economy. Moscow: Publishing House Mir nauki; 2023. 132 p. (In Russ.)

4. Burnik U., Košir A. Industrial product design project: building up engineering students’ career prospects. Journal of Engineering Design. 2017;28(7–9):549–567. doi: 10.1080/09544828.2017.1361512

5. Ivanova S.V., Pastukhova L.S. The possibilities of using the project method in education and work with youth at the present stage. Obrazovanie i nauka = The Education and Science Journal. 2018;20(6):29–49. (In Russ.) doi: 10.17853/1994-5639-2018-6-29-49

6. Kazun A.P., Pastukhova L.S. Practices in the application of the project method of education: experience of different countries. Obrazovanie i nauka = The Education and Science Journal. 2018;20(2):32–59. (In Russ.) doi: 10.17853/1994-5639-2018-2-32-59

7. Mandel B.R. Osnovy proektnoi deiatel’nosti = Basics of Project Activities. Moscow; Berlin: Publishing House Direct Media; 2018. 293 p. (In Russ.) Accessed March 03, 2024. https://studylib.ru/doc/6361205/mandel._-b.r.-osnovy-proektnoj-deyatelnosti-2018?ysclid=lvqisbezm6479245056

8. Jonina R. From Teaching Competences to Teaching Praxeologies: The Case of the Problem Centred Education. Education. University of Strasbourg; 2017. 352 p.

9. Odarich I.N. Project activity in the educational process of the university. Scientific Vector on the Balkanite. 2017;1:18–21. doi: 10.15405/epsbs.2021.05.02.211

10. Hämeen-Anttila K., Saano S., Vainio K. Professional competencies learned through working on a medication education project. American Journal of Pharmaceutical Education. 2010;74(6):1–8. doi: 10.5688/aj7406110

11. Vahtikari K. Project based learning for master students – case integrated interior wooden surfaces. In: Quenneville P., ed. 12th World Conference on Timber Engineering; July 15–19, 2012; Auckland, New Zealand. New Zealand; 2012:315–322. Accessed March 03, 2024. https://research.aalto.fi/en/publications/project-based-learning-for-master-students-case-integrated-interi

12. Ginestié J. Technology education in France. In: Blandow D., Theuerkauf W.E., eds. Strategien und Paradigmenwechsel zur technischen Bildung. Berlin; 1997:75–85. doi: 10.1163/9789087908799_005

13. Ginestié J. The industrial project method in French industry and in French schools. International Journal of Technology and Design Education. 2002;12(2):99–122. doi: 10.1023/A:1015213511549

14. Chan C.K., Yao X. Air pollution in mega cities in China. Atmospheric Environment. 2008;42(1):1–42. doi: 10.1016/j.atmosenv.2007.09.003

15. Du X., Su L., Liu J. Developing sustainability curricula using the PBL method in a Chinese context. Journal of Cleaner Production. 2013;61:80–88. doi: 10.1016/j.jclepro.2013.01.012

16. Bui H.T.M., Baruch Y., Chau V.S., He H.-W. Team learning: the missing construct from a cross-cultural examination of higher education. Asia Pacific Journal of Management. 2015;33(1):29–51. doi: 10.1007/s10490-015-9426-z

17. Robinson L., Hogg P., Higgins R. An observational study of cross-cultural communication in short-term diverse professional learning groups. Radiography. 2014;20(4):356–362 doi: 10.1016/j.radi.2014.06.007

18. Pecore J.L. From Kilpatrick’s project method to project-based learning. In: Eryaman M.Y., Bertram C.B., eds. International Handbook of Progressive Education. New York: Peter Lang; 2015:155–171. doi: 10.3726/978-1-4539-1522-6

19. Kostopoulos K., Bozionelos N. What accounts for job satisfaction differences across countries? Academy of Management Perspectives. 2010;24(1):82–84. doi: 10.5465/amp.24.1.82

20. Nadal C., Paris G., Sabrià B., Alsinet C. Assessing teamwork competence. Psicothema. 2015;27:354– 361. doi: 10.7334/psicothema2014.284

21. Cullen L., Fraser D. Strategies for interprofessional education: the Interprofessional Team Objective Structured Clinical Examination for midwifery and medical students. Nurse Education Today. 2003;6:427–433. doi: 10.1016/s0260-6917(03)00049-2

22. Mayo A., Thuja M.J. Chapter 7 – Successful collaborations at the local and national level build teenagers’ skills to advocate for improved health: Project SHARE. In: Shipman J.P., Tooey M.J., eds. Strategic Collaborations in Health Sciences Libraries (Chandos Information Professional Series). England: Chandos Publishing; 2019:95–107. doi: 10.1016/B978-0-08-102258-0.00007-0

23. Evans A., Sil R. Science and education in is modern the university. Computers & Education. 2014;18(1):121–131. doi: 10.26795/2307-1281-2017-3-9

24. Schepul S.Y. The problem of the formation of project competence of future teachers in the educational environment of the university. In: Antropotsentricheskie nauki: innovatsionnyi vzgliad na obrazovanie i razvitie lichnosti: materialy IX Mezhdunarodnoi nauchno-prakticheskoi konferentsii = Anthropocentric Sciences: An Innovative View of Education and Personality Development. Materials of the IX International Scientific and Practical Conference; April 18–19, 2019; Voronezh. Voronezh: Publishing House Nauchnaja kniga; 2019:197–200. (In Russ.)

25. Yusupov V.Z. Potencial i sovremennye trendy proektivnoj dejatel’nosti v obrazovanii = Potential and modern trends of projective activity in education. In: Vysshee obrazovanie dlia XXI veka: problemy vospitaniia: doklady i materialy XIV Mezhdunarodnoi nauchnoi konferentsii = Higher Education for the XXI Century: Problems of Education: Reports and Materials of the XIV International Scientific Conference; December 14–16, 2017; Moscow. Moscow: Moscow University for the Humanities; 2017:14–20. (In Russ.)

26. Kozilova L.V. Professional formation of students in the educational environment of the Pedagogical University. Nauchnoe obozrenie. Pedagogicheskie nauki = Scientific Review. Pedagogical Sciences. 2020;5:25–30. (In Russ.) doi: 10.17513/srps.2323

27. Kolesnikova I.A. Pedagogicheskoe proektirovanie = Pedagogical Design. Moscow: Publishing House Akademija; 2005. 288 p. (In Russ.)

28. Myakishev S.L. The role of the information and educational environment of the university in the process of forming the professional competence of a specialist. Nauchno-metodicheskii elektronnyi zhurnal “Kontsept” = Scientific-methodological electronic journal “Koncept”. 2017;27:250–252. (In Russ.)

29. Tyagunova Y.V., Krikunov K.N. Subjects and goals of integration of science and education in higher education. Vysshee obrazovanie segodnia = Higher Education Today. 2010;5:21–26. (In Russ.) Accessed March 03, 2024. https://www.researchgate.net/publication/321754165_Subekty_i_celi_integracii_nauki_i_obrazovania_v_vyssej_skole

30. Alekseeva T.V., Ugin A.V. Formation of a modern educational environment at the sites of the technopark and quantorium of the pedagogical university. Shola budushchego = School of the Future. 2023;4:68–77. (In Russ.) doi: 10.55090/19964552_2023_4_68_77

31. Votintsev A.V. Event competence of teachers of educational technoparks. Sovremennye problemy nauki i obrazovaniia = Modern Problems of Science and Education. 2023;3:43. (In Russ.) doi: 10.17513/spno.32694

32. Gorbacheva E.S., Lezhenina V.V. The role of educational technoparks in the professional development of the future technology teacher. In: Tehnologicheskoe obrazovanie v sisteme “Shkola-Kolledzh-Vuz”: tradicii i innovacii: Materialy VII Vserossijskoj nauchno-prakticheskoj konferencii = Technological Education in the School-College-University System: Traditions and Innovations. Materials of the VII All-Russian Scientific and Practical Conference; March 30, 2023; Voronezh. Voronezh: Voronezh State Pedagogical University; 2023:54–58. (In Russ.)

33. Ledovskaya T.V., Solynin N.E. The formation of universal pedagogical competencies by means of modern technology parks (on the example of social criminal proceedings). Prepodavatel’ XXI vek = Teacher of the XXI Century. 2022;4(1):75–87. (In Russ.) doi: 10.31862/2073-9613-2022-4-75-87

34. Tarasov A.N., Naydenova E.A. Historical quantorium: study of experience and practices in the implementation of such projects. Mezhdunarodnyi zhurnal gumanitarnykh i estestvennykh nauk = International Journal of Humanities and Natural Sciences. 2023;10-1(85):176–179. (In Russ.) doi: 10.24412/2500-1000-2023-10-1-176-179

35. Budanov V.G. Metodologiya sinergetiki v postneklassicheskoj nauke i v obrazovanii = Methodology of Synergetics in Postnonclassical Science and Education. Moscow: Publishing House LIBROCOM; 2009. 240 p. (In Russ.) Accessed March 03, 2024. https://www.livelib.ru/book/1000708342-metodologiya-sinergetiki-v-postneklassicheskoj-nauke-i-v-obrazovanii-vladimir-budanov

36. Stepin S.V. Filosofiya i metodologiya nauki. Izbrannoe = Vyacheslav Stepin: Philosophy and Methodology of Science. Selected Works. Moscow: Publishing Houses Akademicheskij Proekt; Al’ma Mater; 2015. 716 p. (In Russ.) Accessed March 03, 2024. https://search.rsl.ru/ru/record/01007840330

37. Knyazeva E.N., Kurdyumov S.P. Osnovaniya sinergetiki: Sinergeticheskoe mirovidenie = The Foundations of Synergetics: Synergetic Worldview. Moscow: Publishing House URSS, Lenand; 2005. 238 p. (In Russ.) Accessed March 03, 2024. https://search.rsl.ru/ru/record/01002796648

38. Asmolov A.G. System-activity approach in the development of new generation standards. Pedagogika = Pedagogy. 2009;4:18–22. (In Russ.) Accessed March 03, 2024. https://studylib.ru/doc/511489/sistemno-deyatelnostnyj-podhod-k-razrabotke-standartov

39. Khutorskoy A.V. Model of system-activity learning and self-realization of students. Vestnik Instituta obrazovaniya cheloveka = Bulletin of the Institute of Human Education. 2012;1:13. (In Russ.) Accessed March 03, 2024. https://khutorskoy.ru/be/2012/0329/index.htm

40. Panov V.I., Plaksina I.V. Subjectivity of students of a pedagogical university in a changing educational environment. Psihologo-pedagogicheskie issledovaniya = Psychological and Pedagogical Research. 2022;14(2):64–83. (In Russ.) doi: 10.17759/psyedu.2022140205

41. Rubtsov V.V., Ivoshina T.G. Proektirovanie razvivayushchej obrazovatel’noj sredy shkoly = Designing a Developing Educational Environment of a School. Moscow: MGPPU; 2002. 272 p. (In Russ.)

42. Finkelstein E.B. Analysis of options, types and methods for integrating educational content. Upravlenie sovremennoi shkoloi. Zavuch = Modern School Management. Head Teacher. 2010;1:115–124. (In Russ.) Accessed March 03, 2024. http://www.bim-bad.ru/docs/finkelstein_integrazija.pdf

43. Kozlenkova E.N., Kubrushko P.F., Volkova A.N. Formation of professional competencies among students in the course of project and research activities. Municipal’noe obrazovanie: innovacii i experiment = Municipal Education: Innovations and Experiment. 2023;92(5):23–27. doi: 10.51904/23068329_2023_92_5_23