UDC 378

Garifova O.A.¹ (Samara, Russian Federation) – garifovaok@yandex.ru; Khusainova M.A.¹ (Samara, Russian Federation) – maria.maiorova076@gmail.com

¹Samara State Technical University

Abstract. The need to modernize language education in the current digital transformation and the transition to a competency-based paradigm is driven by the fact that traditional teaching methods are not always sufficiently effective in developing students’ professional and communicative skills. The choice of research topic is also linked to the evolution of professional training requirements, as in the modern world, university graduates must be prepared to work in multicultural teams, where knowledge of a language serves only as a basic tool, while knowledge of the culture of its native speakers becomes the most important factor in successful communication with colleagues. This article identifies the main problems and ways to overcome them in the field of integrating project-based activities into foreign language teaching at universities. An empirical study demonstrated that this method is highly effective for learning foreign languages ​​at modern universities. The purpose of the study is to theoretically substantiate and empirically verify the project-based method in the process of teaching foreign languages ​​at a technical university. The study systematizes the following objectives: 3) systematizes theoretical approaches to project-based activities; 3) develops criteria for assessing its impact on linguistic competence; 3) identifies the main challenges of implementation. The research methodology includes historiographic analysis, formal logical analysis, generalization, and systematization. The empirical study demonstrated that the integration of project-based learning has a statistically significant impact on the development of students’ language and communication skills. During the experiment, the experimental group (30 students) implemented projects on the topics “Preserving the Culture of the Peoples of the Volga Region,” “Digital Innovations in Translation Practice,” and “The Path to the East.” The control group (30 students) studied using traditional methods without project-based learning. The authors concluded that project-based learning can improve students’ motivation and communication skills, but this requires overcoming methodological and organizational barriers.

Keywords: project-based learning, foreign language teaching, linguistic education, competency-based approach, empirical research.

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For citation: Garifova, O. A., & Khusainova, M. A. (2026). Integration of project-based activities in teaching foreign languages at university: Methods, advantages, and challenges. CITISE, 3, 748-758. (In Russian).