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.

The development of project-based learning (PBL) in universities — as one of the dimensions of the so-called “third mission” of higher education institutions — fosters collaboration with stakeholders from academia, industry, business, and the non-profit sector to implement technological, social, and managerial innovations. This, in turn, contributes to the transformation of universities into regional analytical and expert hubs. However, both universities and their external partners have specific, often divergent, needs and interests. The alignment of these interests is critical to sustaining effective collaboration and ensuring the overall success of project-based learning initiatives.

The aim of this study is to identify typical practices, barriers, and risks associated with university engagement with external stakeholders, who are key actors in project-based learning in higher education. The research is grounded in stakeholder theory, praxeological analysis, and risk-based approaches. Methodologically, the study is based on a literature review and a semi-structured expert survey targeting administrators and coordinators of project-based learning programs at regional Russian universities. A purposive sample of 65 experts from 49 Russian higher education institutions was surveyed. Respondents held various administrative roles related to PBL, including five vice-rectors, ten directors of institutes and other academic units, and 20 heads and deputy heads of dedicated project-based learning centers. The sample included representatives from a range of university types: seven federal, nine national research, six flagship, four ministerial-affiliated, and 23 institutions categorized as “other.” Data were analyzed using SPSS software.

The findings reveal that common practices of university–partner collaboration in project-based learning include largescale implementation of externally commissioned projects, sustained long-term partnerships, and a dominant focus on research-oriented project topics. Commercial organizations are identified as the most active participants. The stability of such collaborations is shown to correlate positively with the comprehensiveness of the regulatory framework governing project-based learning. The primary barrier, as indicated by expert assessments, is the misalignment of expectations between universities and their external partners — an issue that may lead to mutual distrust and fragile cooperation. The results of this study can inform university management strategies aimed at developing long-term, sustainable partnerships in the context of project-based learning.

This article explores the characteristics and potential of networked professional communities as a specific and increasingly influential actor in university-based project activity. These communities are seen as key contributors to the development of students’ project and entrepreneurial competencies and as unique agents in the construction of a “space of consensus” — a prerequisite for innovation in educational and cross-sector ecosystems. The conceptual framework of the study is grounded in the Triple Helix and Quadruple Helix models, as well as in the theoretical approaches to professional communities and consensus-building environments. The empirical base comprises a qualitative analysis of nine case studies illustrating various formats of collaboration between Russian universities and professional network communities. The cases were selected using criteria aligned with the Quadruple Helix logic and indicators of community agency. The study demonstrates that the central value of network communities lies in their ability to act as mediators between universities and external innovation ecosystems. They foster knowledge exchange by connecting professionals from diverse industries and functional roles, facilitate rapid and informal access to expert and mentoring support, and provide alternative channels for involving students in real-world project and entrepreneurial practices. Based on the case analysis, three models of university–community collaboration are identified:

1. A university-based model, where the space of consensus is built upon previously accumulated trust;
2. A network-integrated model, where the university becomes part of an externally governed structure, formalizing consensus and reducing reliance on trust;

3. A supportive model, in which the university assists its own project teams and communities in engaging with professional networks while gradually building trust capital. The findings suggest that structural differences between universities and network communities often create interaction barriers, but these can be addressed through the intentional transformation of communicative, organizational, infrastructural, and value-context dimensions of cooperation. The study’s originality lies in the conceptualization of networked professional communities as a unique subject and strategic resource in project-based learning. The authors propose a set of institutional measures to support the formation of consensus spaces within university-centered innovation ecosystems. These include the development of digital networking platforms, support for structurally and value-aligned student project teams and communities, and mechanisms to enhance communication and trust-building. This article is intended for researchers of educational innovation, university administrators, program designers in technological entrepreneurship, and representatives of professional communities.

A significant contribution to the development of project-based learning is made by the new pedagogical approach «Service-Learning.» One of its fundamental principles is the formation of a partnership network and the culture of interaction with partner organizations. However, the relatively short period of implementing the «Service-Learning» methodology does not allow universities to accumulate and generalize experience working with partners within this program. Therefore, the aim of this article is to examine the issues and prospects of involving partners of Russian universities in the implementation of the «Service-Learning» program, based on data from a nationwide sociological survey. The article discusses the awareness of representatives of partner organizations about the «Service-Learning» program and the functions performed by these organizations in the process of project implementation. Special attention is given to the various challenges faced by partners as project customers and their satisfaction with participation in the program. Addressing these issues allows for an assessment of the readiness of partner organizations to further develop relationships with universities in the context of project-based learning in general and «Service-Learning» in particular.

The empirical foundation of the article is based on data from a sociological study conducted in 2024 by the Methodological Support Center for the «Service-Learning» program at the National Research University Higher School of Economics (with support from the Ministry of Science and Higher Education of the Russian Federation). The online survey involved representatives of partner organizations who acted as customers for social projects implemented through the «ServiceLearning» methodology. The main findings of the study include the assessment of partners’ understanding of the goals and content of «Service-Learning,» their willingness to provide resources and active support to students in solving project tasks. The research revealed a high level of satisfaction among partners with the «Service-Learning» program, which ensures continued participation of partner organizations. The practical significance of the results lies in their potential use for developing solutions to enhance the partnership network of universities and improving the organizational conditions for the implementation of the «Service-Learning» program.

In the context of rapid technological transformation, higher education systems are compelled to revise traditional instructional approaches in favor of methods that foster adaptive competencies, critical thinking, and innovation-oriented skills among students. Project-based learning (PBL), grounded in a practice-oriented pedagogical framework, is emerging as a priority management strategy aimed at cultivating both professional and transversal competencies, as well as critical thinking abilities. This study presents the experience of implementing project-based learning for students enrolled in management-related programs at Ufa University of Science and Technology, using a quasi-experimental design to assess its effect on academic performance. A difference-in-differences (DiD) approach was employed to compare the academic achievements of students exposed to traditional instruction versus those engaged in project-based learning. The results revealed a statistically significant improvement in the experimental group (an average grade increase of 0.58), while the control group showed negligible progress (an increase of 0.04). Regression analysis confirmed a positive interaction effect (interaction coefficient = 0.52, p = 0.003). The scientific novelty of the research lies in the development and application of an original quasi-experimental methodology for evaluating the effectiveness of project-based learning within humanities and public administration programs, based on the DiD method. For the first time at a regional university, an empirical comparison of student academic outcomes before and after the introduction of the project-based approach was conducted, with a control group taken into account. The findings enhance current understanding of the impact of projectbased learning on student performance, illuminate the managerial implications of its implementation under fragmented institutional conditions, and identify key factors contributing to increased student motivation and academic success. The analysis extends the authors’ prior theoretical and applied contributions to the management of student project activity and provides empirical support for the integration of PBL in public and municipal administration education. The results may be used in the methodological support of PBL management, in further studies of the effectiveness of innovative educational technologies in higher education, and in connecting disciplinary knowledge with its practical application in professional management contexts, especially within student-led projects.

This article presents the results of an empirical validation of a methodology for measuring students’ selfassessment of professionalism and civic-mindedness at Ural Federal University as outcomes of project-based learning. The relevance of the study lies in the existing gap in research from the perspective of developing agency — that is, the capacity for conscious transformation of oneself and one’s environment — which is critical for realizing the university’s third mission. The aim of the study is to experimentally validate a self-diagnostic toolkit for assessing levels of professionalism and civic responsibility as criteria for evaluating the effectiveness of project-based learning. The novelty of the methodology lies in its incorporation of a skills set that includes both universal professional competencies and civic qualities, the use of student self-reflection tools, and the capacity for quantitative assessment of developmental dynamics. To test the methodology, two panel measurements of self-assessed professional and civic qualities were conducted among 175 students in social and economic disciplines — before and after completing a project. The methodology demonstrated high diagnostic value, revealing statistically significant changes in key indicators after just one semester of project work. A dynamic correlation was found between the initial level of civic-mindedness, the perception of project-based learning, and the subsequent self-assessment of professional qualities. Implementing regular monitoring using this self-diagnostic methodology can support evidence-based management decisions regarding project-based learning at universities, based on the dynamics of students’ self-assessed professionalism and civic responsibility, taking into account the parameters of project design and implementation.