Infrastructure Environment of Project­Based Learning in Russian Universities: Experts’ View

Introduction. The introduction of project­based learning in Russian universities is characterised by heterogeneity associated with different starting opportunities and strategies of its implementation. There is a lack of research on the infrastructure of project­based learning, which prevents us from analysing its effectiveness. The aim of the article is to analyse expert assessments of the infrastructural environment of project­based learning in russian higher education institutions, empirical typology of higher education institutions based on its three components: normative, organisational and informational; to identify the relationship between the features of the infrastructural environment and strategic directions of higher education institution policy in the field of project­based learning. Materials and Methods. The research methodology is based on the application of the environmental approach. The empirical data were collected from March to April 2024 through the implementation of semi­formalised expert interviews, targeting a specific sample. A total of 65 experts were interviewed, including administrators and organisers of project­based learning from 49 regional Russian universities located in 32 cities across all federal districts of the Russian Federation. The hierarchical clustering algorithm using the intra­group links method was used to group universities according to 13 indicators characterizing the project­based learning infrastructure. Results. The obtained results allowed us to determine the features of the infrastructure environment of Russian universities. An insufficient level of development of the information infrastructure and limited support for project­based learning at the level of individual institutes and faculties were noted. Three clusters of universities and, accordingly, three models of the infrastructure environment of project­based learning were identified: a model of comprehensive integration of project­based learning into the educational environment of the university, a model of active development of the infrastructure of project­based learning, and a model with developing potential for project­based learning. The study’s findings suggest a direct correlation between the sophistication of infrastructure and the scale of implementation of project­based learning. It is posited that as infrastructure evolves, the scope for implementing a mass approach to project­based learning at universities increases. Discussion and Conclusion. The presented typology of universities by the formation of the infrastructure environment is of great importance for generalizing and comparative analysis of the results of project activities. The results and conclusions of the work are useful not only for researchers, but also for managers seeking to develop project­based learning in their universities.