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Author(s): Maksym Karpovets, Khrystyna Karpovets & Oleksii Kostiuchenko

To cite this article: Karpovets, M., Karpovets, K., & Kostiuchenko (2022). The Realities and Prospects of Project-Based Learning (PBL) for Humanities Students, Education and Upbringing of Youth in New Realities: Perspectives and Challenges, Youth Voice Journal Vol. II, pp. 34-45. ISBN (ONLINE): 978-1-911634-58-4



In the context of socio-economic, political, and social changes, modern methods and technologies of training and education of student’s youth acquire special urgency. The authors analyze project-based learning (PBL) as an effective and perspective method for the formation of humanities students’ professional competencies. The limitation of research includes the projects in linguistic, cultural, and journalistic disciplines. The questionnaire method as a quantitative research method was employed to obtain the findings. A significant relation was found between the PBL method and performative tasks, which included the involvement of practitioners, group discussions, and work with real-life scenarios. This approach proves that humanities students are more interested in studying theoretical material with the use of PBL. The results show that PBL improves the involvement of students in the educational process of various humanities disciplines, allowing them to assimilate and share real experience and knowledge. This process also goes beyond learning, because it contributes to the formation of personality with a system of arguments and beliefs that are important for further professional growth. Therefore, the PBL approach is recommended for humanities students in universities to gain real-world professional experience, making them more appropriate for the labor market.

Keywords: project-based learning, higher education, humanities students, teacher’s performance, student’s involvement in learning.

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