PROJECT COMPETENCE OF STUDENTS IN CREATIVE DISCIPLINES: ESSENCE, STRUCTURE, AND PLACE IN THE SYSTEM OF PROFESSIONAL EDUCATION

Abstract

Based on theoretical analysis, the article clarifies the essence and structure of the project competence of students in creative fields. The authors propose an original definition of this phenomenon as an integrative quality that ensures the synthesis of artistic intent and project-based thinking. A four-component structure of project competence is identified and substantiated; it is presented in the form of a model that includes motivational-value, cognitive, operational-activity, and reflexive-critical components. The place of project competence in the system of professional competencies of graduates in creative fields is defined as a meta-skill. The model discussed in the article can serve as a basis for further empirical research and practical developments in the field of vocational education. The development of project competence can be considered one of the priority tasks of higher education in the field of culture and art. The article concludes that further empirical verification of the proposed model in the educational process of a creative university is necessary.