SCIENTIFIC AND PEDAGOGICAL FOUNDATIONS OF USING PROJECT-BASED LEARNING IN TEACHING THE HUMANITIES

This article is dedicated to analyzing the scientific and pedagogical foundations of using project-based learning technology in teaching the humanities. Within the framework of the study, the theoretical foundations, didactic possibilities of project-based learning, and its significance in developing students’ independent thinking, creativity, and cooperation skills are highlighted. The article systematically analyzes the content, principles, and implementation stages of project-based education, scientifically substantiating its pedagogical effectiveness in teaching humanities disciplines such as history, native language and literature, law, and philosophy. A comparative analysis of the project-based approach with traditional teaching methods was also conducted, revealing the possibilities of developing critical thinking, problem-solving, and the formation of socio-communicative competencies in students through this technology. The research results demonstrate that the systematic implementation of project-based learning into the humanities teaching process is an important factor in improving the quality and effectiveness of education.