The article examines problem-activity games as a method of teaching adults focusing on developing skills to collectively identify current professional problems and develop solutions. Based on an analysis of the origins of productive business games and their adaptation to educational practice, the essence of problem- activity games is revealed as an organizational and pedagogical method integrating the principles of active learning, participation and reflexivity. A three-stage technological model (preparatory, game, and post-game stages) is presented. It’s shown that problem-activity games contribute to the development of analytical, communicative and design competencies, as well as the formation of a collective subject of professional activity.
Khasyanov et al. (Thu,) studied this question.