Economics of Science

Abstract

Based on an analysis of contemporary Russian and international literature, as well as expert opinions, the study identifies key challenges and prospects for the development of project-based learning in higher education. The systematization of these challenges enabled the formulation of a hypothesis regarding the interest of students and faculty of Russian universities in the development of project-based learning. To test this hypothesis, a survey was conducted, the results of which confirmed a high level of interest among respondents and a predominance of positive attitudes toward project-based learning. A stable relationship was identified between participation in project-based activities and students’ value orientations, as well as a strong interest within the academic community in the implementation of interdisciplinary projects. The study уточняет and expands the set of challenges and development prospects for project-based learning in Russian higher education by specifying key implementation barriers (organizational, methodological, and motivational) and identifying priority development directions, including integration with the real sector of the economy. The theoretical contribution lies in the systematization of scholarly knowledge on project-based learning and the advancement of concepts related to higher education development and the economics of higher education. The practical significance of the study is associated with the potential application of its findings in curriculum design, the organization of teaching activities, and the development of university–industry collaboration.