PEDAGOGICAL GUIDANCE AND TUTORING SUPPORT IN PROJECT-BASED LEARNING

Abstract

The article examines the role of pedagogical guidance and tutoring in project-based learning in higher education. The relevance of this study stems from the expansion of project-based learning, the need for individualized educational trajectories, and the growing inclusive focus of the modern university environment. Particular attention is paid to the transformation of the professional role of the teacher, who, in project-based learning, acts as a mentor, tutor, facilitator, and teamwork coordinator. Using the “Communication Without Borders” project as a basis, the following stages of pedagogical support are analyzed: motivation and diagnosis, design and planning, implementation and monitoring, reflection, and evaluation of results. It is shown that tutoring helps reduce participant anxiety, develop project-based and communicative competencies, foster a culture of interaction, and create conditions for the productive inclusion of students with disabilities in teamwork. It is concluded that the combination of pedagogical guidance and tutoring increases the effectiveness of project-based learning.