Project-Based Learning in the Context of the New Ukrainian School: Theoretical and Practical Perspectives

Abstract

Objective. The article analyzes the theoretical foundations and practical approaches to the implementation of project-based learning within the framework of the New Ukrainian School, where this method occupies a significant place. The relevance of the study is determined by the need to develop students’ abilities to work with information, solve complex problems, and apply knowledge in real-life situations. Methods. The study employs methods of analysis of scientific sources, logical-analytical and comparative methods, as well as approaches to the organization of project-based learning and the systematization of project structural components. The application of these methods made it possible to identify the pedagogical conditions necessary for the successful implementation of project-based learning. Results. The article reveals the essence of project-based learning, which is based on long-term investigation of meaningful problems and contributes to the development of critical thinking, collaboration skills, and the ability to present results. The contribution of Ukrainian and foreign scholars (J. Dewey, N. Bibik, O. Kuznetsova, and others) to the formation of project-based learning theory is outlined. It is emphasized that project-based activity fosters learners’ independence, decision-making skills, teamwork, and the ability to propose original solutions to problems. The study highlights that the competency-based approach within the New Ukrainian School helps overcome the limitations of traditional education and increases students’ motivation. Consideration of these aspects is regarded as an essential component of teachers’ professional training. The methodology for designing an educational project is described in detail, including idea formulation, defining goals and objectives, planning, resource selection, implementation, presentation, and assessment. The article also examines the specifics of team formation, role distribution, and consideration of students’ individual characteristics. The importance of well-formulated tasks that activate cognitive activity and guide students toward problem solving is highlighted. Conclusions. It is generalized that project-based learning is one of the most effective means of developing the key competencies of the New Ukrainian School and creating a learning environment oriented toward the needs of contemporary society. The article may be useful for educators, researchers, and professionals involved in educational reform.