Effectiveness of Using Project-Based Learning Technology in Developing Sanogenic Thinking Among Students

The modernization of higher education requires the implementation of innovative pedagogical technologies aimed at fostering students’ cognitive, emotional, and personal development. One of the essential objectives of contemporary education is the formation of sanogenic thinking, which enables individuals to regulate emotions, overcome psychological difficulties, and maintain mental well-being through constructive cognitive processes. This study investigates the effectiveness of project-based learning technology in developing sanogenic thinking among students. The research is based on theoretical analysis, comparative evaluation of pedagogical approaches, and examination of project-based learning as an educational tool for personal and professional development. The findings indicate that project-based learning creates favorable conditions for independent thinking, reflective analysis, collaborative problem-solving, emotional self-regulation, and responsible decision-making. Participation in project activities encourages students to analyze real-life situations, evaluate alternative solutions, and develop constructive behavioral strategies. Furthermore, project-based learning contributes to the formation of critical thinking, creativity, self-awareness, and social competence, all of which are closely associated with sanogenic thinking. The study concludes that project-based learning technology represents an effective pedagogical approach for promoting sanogenic thinking among students and enhancing the overall quality of educational outcomes. Integrating project-oriented activities into higher education curricula may significantly support students’ psychological resilience, personal growth, and professional readiness.