Organization of project activities at the university in the system of scientific reflection

The relevance of studying project activities in higher education stems from the pivotal role this form of educational activity plays in contemporary education development. Interdisciplinary studies at the intersection of sociology, political science, anthropology, philosophy, and economics are particularly promising. This article addresses the contribution of a pedagogical university teacher's experience, reflections, and mediation to the project method, alongside the requirements placed on student researchers' competence. The concept of autonomy of student research activity is proposed as a key idea for transforming the directions of the modern Russian educational space.

The materials are based on a study conducted by teachers and students of the Stavropol Pedagogical Institute, a branch in the city of Yessentuki, from 2015 to 2022 as part of a research project designed at the same institute. Seven research projects were completed: four with certified teachers, three with students who received a history teacher's diploma, and twenty introductory pedagogical projects. During the projects, coordination activities were regularly carried out to analyze completed work and plan subsequent stages. The frequency of variables in the method was tested with the participation of teachers, young researchers, and students enrolled in historical and social studies programs at the Stavropol State Pedagogical Institute, a branch in Yessentuki.