Organization of project activities at the university in the system of scientific reflection

Introduction. The relevance of the study of project activities in higher education is related to the role that this form of educational activity plays at the present stage of education development. Interdisciplinary studies emerging at the intersection of sociology, political science, anthropology, philosophy and economics are promising. This article raises the problem of the contribution of the experience, reflections and mediation of a teacher of a pedagogical university to the project method, on the one hand, and the requirements that apply to the competence of student researchers– on the other. The concept of autonomy of student research activity is proposed as a key idea for the transformation of the directions of the modern Russian educational space. Materials and methods. The materials are based on a study conducted by teachers and students of the Stavropol Pedagogical Institute, a branch in the city of Yessentuki in the period from 2015 to 2022 as part of a research project designed at the same institute. Seven research projects were completed: four with certified teachers, three with students who received a history teacher's diploma, and twenty introductory pedagogical projects. In the process of working on projects, coordination activities were regularly carried out aimed at analyzing the work already done and planning the next stages. The frequency of variables in the method was tested with the participation of teachers, young researchers and students enrolled in historical and social studies programs of the Stavropol State Pedagogical Institute, a branch in the city of Yessentuki. Results. The conducted research made it possible to identify the key positions of the researcher in decision-making, to identify the main starting points of the scientific hypothesis in the process of forming goals and objectives, to describe a set of methodological developments and ideas in the implementation of project activities within the framework of a pedagogical university, the problems of human inclusion in the collective social consciousness in the space of a modern city. Discussion and conclusions. It was concluded that experience contributes to reflection, and reflection contributes to building knowledge and changing paradigms.