INTEGRATION OF PROJECT-BASED LEARNING INTO THE EDUCATIONAL PROCESS OF TEACHER TRAINING UNIVERSITIES: CHALLENGES AND PROSPECTS

Abstract

The article presents a comprehensive analysis of the challenges and prospects related to the integration of project-based learning (PBL) into the educational process of teacher training universities. Project-based learning is considered one of the key forms of implementing the competency-based approach, contributing to the development of students’ holistic professional skills, pedagogical thinking, communicative flexibility, critical and research activity. The author emphasizes that the project methodology not only activates students’ learning engagement, but also ensures the integration of theoretical knowledge with the practice of their future profession. The analysis identifies major obstacles that hinder the full-scale implementation of the project-based approach: fragmented application, insufficient methodological support, overloaded curricula, weak digital infrastructure, and low student motivation for independent work. At the same time, development prospects are outlined: the formation of professional and transversal competencies, increased learner agency, digitalization of project activities, and the enhancement of interdisciplinary connections. The article provides practical recommendations for the systematic implementation of project-based learning in the training of future teachers and outlines directions for further research in the field of educational design. The work is intended for university lecturers, methodologists, and researchers interested in issues of pedagogical innovation and project-based teaching technologies.