PEDAGOGICAL MECHANISMS FOR DEVELOPING PROJECT MANAGEMENT SKILLS AMONG HIGHER PEDAGOGICAL EDUCATION STUDENTS

Abstract

Although students in higher pedagogical education acquire theoretical knowledge, they do not demonstrate an equivalent level of proficiency in planning educational and developmental tasks as projects, coordinating resources, and evaluating outcomes. This discrepancy necessitates a systematic substantiation of pedagogical mechanisms designed to foster project management skills. The objective of this study was to define the content and operational conditions of an integrative model aimed at developing these skills among students in higher pedagogical education. Following a comparative analysis of theoretical sources, a diagnostic model was tested through a three-stage pedagogical experiment: a baseline assessment, a formative intervention, and a final evaluation. During the experiment, project-based assignments, reflective discussions, the allocation of team roles, and iterative feedback were employed as a unified didactic framework.