International Journal of Pedagogics
61
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue08 2025
PAGE NO.
61-63
10.37547/ijp/Volume05Issue08-15
The Concept of Project Activity and Its Role in Education
Rakhimova Gulnara Elyor daughter
Namangan State University, Department of Pedagogy, base doctoral student, Uzbekistan
Received:
16 June 2025;
Accepted:
12 July 2025;
Published:
14 August 2025
Abstract:
The article discusses the main goals of the education system aimed at directing students toward
independent thinking, solving practical problems, and applying innovative approaches. It emphasizes not only
acquiring knowledge but also applying it in practice, solving problems, thinking creatively, and participating in
teamwork.
Keywords:
Project, independent thinking, activity, knowledge, creative approach, teamwork, technology,
innovations.
Introduction:
In the modern education system, one of
the important tasks is to direct students toward
independent thinking, solving practical problems, and
applying innovative approaches. Project-based activity
plays a significant role in achieving this goal. In today’s
education, the aim is not only to help students acquire
knowledge but also to develop their ability to apply it
in real situations, solve problems, think creatively, and
collaborate in teams. This requires the introduction of
new technologies and innovative methods into
pedagogical practice. From this perspective, integrating
project activities into the educational process emerges
as a relevant methodological direction.
Project activity is a fully planned, goal-oriented activity
of students
—
individually or in groups
—
aimed at
solving a specific problem, resulting in the creation of a
certain product, project, solution, or innovation.
According to the Presidential Decree of the Republic of
Uzbekistan No. PF
–
5847 dated October 8, 2019,
“Concept for the Development of
the Higher Education
System until 2030,” the introduction of practical and
innovative methods into the educational process and
the formation of professional and meta-subject
competencies among students are defined as priority
tasks.
Project activity involves the stages of analysis,
research, creation, and presentation, aimed at solving
a specific problem within a given timeframe. It applies
knowledge in practice and develops creativity and
critical thinking.
The use of project activity in education shifts the focus
from traditional information delivery to engaging the
student as an active participant. Students, working
individually or in groups, aim to achieve tangible
results. Project activity helps students develop the
following skills:
- Making independent decisions and solving problems;
- Searching for, analyzing, and processing information;
- Working in a team and communicating effectively;
- Planning and controlling their own activities.
In this approach, the teacher acts as a facilitator and
consultant, while students take on the role of active
performers. Unlike traditional teaching, this enables
the application of a student-centered educational
model.
Literature Review
The project method was first proposed in world
pedagogy by American educators John Dewey and
William Kilpatrick, based on the idea that “knowledge
arises in practice.” Today, countries such as Finland,
Singapore, and Japan highly recognize the effectiveness
of project-based learning in their education systems.
In the national education system, project activity also
plays an important role. The new generation of
educational standards defines competencies that are
practice-oriented alongside theoretical knowledge.
This makes project-based learning a necessity.
Project activity can be implemented in various forms:
International Journal of Pedagogics
62
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
educational projects, research projects, social and
innovative projects, startup projects, and others. Each
form ensures active student participation and
addresses real-life problems.
METHODOLOGY
Conditions for effective organization of project activity
include:
- Clear definition of goals and objectives
—
the content
of the project must be clear, and the problem should
be relevant and engaging;
-
Ensuring students’ free choice and creative
approach
—
allowing them to select topics according to
their interests;
- Collaboration with experts and practitioners
—
increasing the real-world relevance of the project;
- Creating opportunities for communication and
reflection
—
exchange of ideas, critical analysis, and
evaluation enhance effectiveness;
- Presentation activities
—
students present their final
product to an audience, allowing them to demonstrate
their abilities.
In applying this method, the teacher’s role must be
reconsidered. They should not only lecture but act as a
partner, advisor, and motivator. This encourages
students’ personal initiative and increases their sense
of responsibility.
RESULTS AND DISCUSSION
In recent years, the topic of innovative education and
the project method has taken a separate place in both
national and international pedagogical research. In
modern educational theory, active, practice-oriented,
and student-centered approaches are receiving serious
attention as effective means of developing students’
complex competencies.
At the beginning of the 20th century, American
educators John Dewey and William Kilpatrick
developed the project method as a practical approach
to education, initially in schools. Later, it began to be
applied in higher education as an innovative
technology. Dewey emphasized the need to connect
education with life, prioritizing the idea of students
actively engaging with knowledge and applying it in
real-
life “occupations.”
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International Journal of Pedagogics (ISSN: 2771-2281)
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