Project technologies in foreign pedagogical science and practice

Aim. The problem of using project technology in the pedagogical process has occupied a significant place in scientific research in many countries of the world for quite a long time. The rapid development of new educational trends and the need to use new technologies in practical work pose innovative tasks for teachers, including project modeling. Design technologies became popular in the twentieth century. The purpose of the article is to analyze the foreign experience of the evolution of project technologies in pedagogy, to study foreign pedagogical models of the use of project technologies and the possibilities of their application in domestic pedagogical practice.

Methodology and methods. The research methodology is represented by general scientific methods: analysis of foreign historiography on the stated problem, synthesis of scientific ideas, generalization of pedagogical experience, pedagogical modeling.

Results. It has been established that design technologies in their modern understanding have a long history of their existence, although their methodological tools have changed over time. The main directions of foreign scientific thought of the twentieth century in the field of design technologies are characterized, their continuity and evolution are demonstrated.

Theoretical and/or practical significance. The study of foreign teaching experience in the field of project-based learning can contribute to the development of this approach in domestic pedagogical practice. The project method is based on the principles of self-directed learning and personal activity, which were at the heart of Russian experimental pedagogy in the twentieth century. This pedagogical approach has every right to exist within the context of Russia’s planned radical reform of education for 2025–2026.

Conclusions. The evolution of project technologies from the beginning of the introduction of project-based learning in the USA in the early twentieth century to the present day is shown. The capabilities of this method with the use of sociological survey data are presented; the undoubted advantages are noted. The results obtained can be in demand when organizing project-based training in various types of domestic educational institutions.

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