Typology of Project-Based Learning in University Strategic Programs

This article examines how project-based learning (PBL) is conceptualized within the strategic development programs of Russian universities participating in the federal initiative “Priority 2030.” Using computer-assisted content analysis, the study evaluates the degree and nature of project-related discourse in institutional policy documents and identifies the broader strategic contexts in which PBL is embedded. The objective of the research is to analyze models of university educational policies and, based on this, to develop a typology of Russian universities differentiated by their approaches to the methodology and implementation of project-based learning. The article proposes a three-group typology of universities according to the degree and character of PBL development. These groups differ in the number of terms related to project discourse found in strategic documents, as well as in the latent meanings and intentions embedded by program developers. The findings reveal a significant unevenness in the integration of PBL into the educational practices of various university types. The study identifies key characteristics and internal contradictions in the implementation of project-based learning and proposes a set of flexible organizational and managerial models for its integration, tailored to different institutional profiles. In conclusion, the article highlights the need to develop a unified methodology for assessing project-based learning in Russian higher education.