Formation of Pedagogy of Higher Project Education in The Period of The New 18th-Century Technological Order

Valery V. Glushchenko

Abstract


This article examines the functions, roles, and characteristics of pedagogy within higher project-based education, aiming to enhance educational quality through the advancement and socialization of this pedagogical approach. The study explores factors influencing the development of higher project-based education amid the emerging 18th-century technological order and examines the differentiation and didactic features within its pedagogy. It also investigates the psychological and pedagogical mechanisms, organizational culture, and analytical methods for assessing educational quality in this context. Additionally, the article addresses risk analysis in implementing project-based education at the higher education level. Methodologically, the study employs historical and logical analysis, systematic and comparative analysis, pedagogical and didactic theories, forecasting, expert assessment, risk theory, and efficiency theory. The work’s scientific contribution lies in establishing higher project-based education pedagogy as an independent field within higher education, clarifying its unique essence and content as a distinct theoretical and practical direction.

Keywords


Communication; Didactics; Efficiency; Functions; Higher education; Knowledge; Pedagogy; Project; Project; Quality; Roles; Student; Teacher; Training

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References


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DOI: https://doi.org/10.17509/ijotis.v4i2.75837

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