PROJECT-BASED LEARNING IN THE CONTEXT OF POSTGRADUATE EDUCATION
УДК 37.015.3
Abstract
Introduction: this study examines the role of project-based learning in postgraduate education amid the transition from an “education for life” paradigm to continuous lifelong learning. The central problem is the persistent gap between theoretical preparation and professional practice. Aim: to theoretically substantiate the didactic potential of project-based learning as an effective pedagogical technology for postgraduate training. Materials and methods: the research is based on theoretical analysis and synthesis of scientific literature, including constructivist and situated learning theories; systemic and competency-based approaches and Kolb’s experiential learning model served as methodological foundations. Results: the study shows that project-based learning creates an integrated psycho-pedagogical environment that fosters professional competence development. Key functions of project activities in postgraduate education are identified: research, analytical, predictive, transformative and normative. The method yields a dual outcome: a tangible product and personal-professional growth through reflection and critical reappraisal of experience. Group projects enhance communication skills and interdisciplinary thinking. Conclusion: project-based learning is a priority direction for postgraduate education, supporting professional development, self-actualization and specialists’ readiness to address complex tasks under uncertainty. Prospects for further research include the development of concrete methods for integrating project-based approaches into continuing professional development programs, retraining systems, master’s programs, and doctoral programs, with special attention to digitalization and adaptation to specific professional domains.
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