THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN TEACHING LINGUISTIC DISCIPLINES AT HIGHER EDUCATION INSTITUTIONS

Abstract

The article highlights the crucial role of project-based learning in higher education, specifically in teaching linguistic disciplines to philology students. A primary goal of higher education is to prepare highly qualified professionals who possess critical thinking, innovative problem-solving abilities, and effective communication skills. Therefore, it's essential to foster creative students who can not only absorb knowledge but also actively apply it, generate new ideas, and devise innovative solutions. Project-based learning, a particularly popular and effective approach today, facilitates this by allowing students to deepen their theoretical knowledge and develop practical skills such as planning, collaboration, decision-making, problem-solving, and presenting results. The purpose of this article is to define the place of project activities within linguistic educational components in higher education institutions and to demonstrate the effectiveness of project-based learning in developing relevant competencies in future philology teachers through specific examples. Furthermore, technology significantly broadens the scope of educational methods. Its integration helps educators connect with students more effectively, making learning more comprehensible, dynamic, and engaging. Simultaneously, these technologies offer a unique opportunity to combine language acquisition with its practical application. This not only aids in mastering complex grammatical structures or lexical items but also cultivates communication skills, intercultural competence, and the creative potential of future philologists, translators, educators, and other linguistic specialists. An integral aspect of the educational process is student assessment, including the quality evaluation of completed projects. Involving all students in this assessment is crucial as it fosters active engagement, develops analytical and comparative abilities, minimizes subjectivity, and, consequently, becomes indispensable for the future professional activities of philology teachers.