METHODOLOGY OF ORGANIZING PROJECT-BASED LEARNING IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE AT UNIVERSITY LEVEL

Abstract

This article explores the theoretical and practical aspects of organizing project-based learning (PBL) in the context of teaching russian as a foreign language (RFL) at the university level. With the growing emphasis on communicative competence, intercultural awareness, and learner autonomy in modern language pedagogy, PBL emerges as an effective method for achieving these goals. The study outlines the main methodological principles of PBL, including authenticity, interdisciplinarity, and student-centeredness, and describes the stages of project implementation—from planning and execution to presentation and reflection. Several examples of successful project formats are presented, including thematic cultural comparisons, professional language applications, and campus-based mini-research projects. The article also addresses potential challenges such as students’ limited proficiency and time constraints, offering practical strategies to overcome them. Ultimately, the paper argues that project-based learning fosters not only language acquisition but also critical thinking, teamwork, and real-world communication skills. The integration of PBL into RFL instruction represents a shift toward more dynamic, relevant, and student-driven learning in higher education.