This article examines the development of students' project culture in higher education as an integrated system of professional competencies, values, and norms. The relevance of this research stems from the labor market's need for specialists prepared for effective teamwork in the cross-functional project environments characteristic of modern industry, science, and public administration. The aim of the study is to provide a theoretical justification and analyze practical experience with a specially developed project management module within a digital educational system (PMIS) as a key tool for fostering students' project culture. This type of module generates its effect through the synergy of two system types: project management information systems and educational information systems (EIS). An overview of PMIS functionality and the specifics of its application within an EIS is provided. Particular attention is paid to the integration of the system into the educational process and the impact of its use on the quality of specialist training. The methodological framework was constituted by the cultural and setting-incremental approaches, integrated into the digital educational environment on the Digital Resource platform within the framework of the RANEPA Project School. It has been demonstrated that EPMIS promotes the development of skills in teamwork, strategic planning, documentation, coordination, and analytics, thereby creating conditions for cultivating project culture. The results of the pilot implementation indicate an increase in the transparency, manageability, and conscious engagement of students in project activities. It is concluded that EPMIS acts not merely as an automation tool, but as a cultural artifact that mediates the transition from a learning task to professional practice.
Ulia Trifonova (2026) studied this question.