Technologies to include students in project activities

Abstract

Modern labour market conditions are updated by the transition to a competent approach and training specialists in accordance with the requirements of professional standards. In the educational environment, there is also a transition to Federal State Educational Standard++, which is related to the introduction of new requirements to form universal competences among future specialists, where project competences are of importance. The evidence is UК-2 competence which consists in the ability to determine a range of objectives in the goal frameworks and choose the best ways to solve them based on existing legal norms, available resources and limitations (for the baccalaureate level), and the ability to manage a project at all stages of its life cycle (for the master «s level). The relevance of project activities in the educational environment is undeniable, as this approach develops students, motivates them to independently search for information, carry out scientific and practical research, and introduce the obtained results into professional activities. Social design technologies include special educational significance that places high demands on both a teacher and a student. Specialists in the field of social design need to be able to make decisions in conditions of uncertainty and social risk, to be creative and inventive, as well as to have special knowledge in the field of design, to possess methods of organizational psychology and psychology of labour activity [1]. The article considers technologies to form the project competences among future specialists in the field of social engineering, aimed, as a certain setting, at developing and implementing specific projects to solve socially significant problems of the society.