Keywords
Abstract
this article examines the theoretical foundations of project management within the educational process and analyzes its pedagogical essence in the context of contemporary competency-based education. The study explores the transformation of project management from a technical-administrative discipline into a didactic mechanism that enhances student-centered learning, critical thinking, collaboration, and professional competencies. The philosophical roots of project-based learning are traced to pragmatist educational theory, and the differences between traditional instructional models and project-oriented approaches are identified. The paper argues that project management in education functions not merely as an organizational tool but as a comprehensive pedagogical framework fostering active, reflective, and outcome-oriented learning.
References
Blumenfeld, P. C., et al. (1991). Motivating Project-Based Learning. Educational Psychologist, 26(3–4), 369–398.
2. Dewey, J. (1938). Experience and Education. New York: Macmillan.
3. Grant, M. M. (2002). Getting a Grip on Project-Based Learning. Meridian Journal, 5(1).
4. Kerzner, H. (2013). Project Management: A Systems Approach to Planning, Scheduling, and Controlling. Wiley.
5. Kilpatrick, W. H. (1918). The Project Method. Teachers College Record, 19(4), 319–335.
6. Larmer, J., & Mergendoller, J. (2015). Gold Standard PBL. Buck Institute for Education.
7. Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38–42.
8. Project Management Institute. (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th ed.). PMI.
9. Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
10. Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.