PROJECT-BASED METHODS OF LEARNING THE UKRAINIAN LANGUAGE: DEVELOPMENT OF LANGUAGE SKILLS AND CRITICAL THINKING

Abstract

The article examines the appropriateness of implementing project-based methods in the study of the Ukrainian language as an effective tool for developing language skills and critical thinking among higher education students. It has been established that project activities serve as an important instrument for integrating linguistic, research, and reflective competencies. It has been found that the implementation of projects contributes to the development of analytical, creative, and logical thinking essential for modern professionals. It is emphasized that the didactic effectiveness of project methodology is achieved through adherence to a structured, step-by- step organization of the educational process. It is highlighted that an educational project should have a research orientation, interdisciplinary content, and practical value in its outcomes. It has been stated that the project format enhances students’ intrinsic motivation to learn the language through personal engagement in the learning process. It is noted that the use of digital tools and multimedia resources plays a crucial role in increasing the interactivity of projects. It is defined that during project implementation, students develop skills in critically interpreting linguistic phenomena and understanding their social nature. It is underlined that the linguodidactic specificity of projects ensures a strong connection between theoretical knowledge and its practical application. It has been revealed that the thematic content of projects should align with current socio-linguistic trends. Examples of successful implementation of interdisciplinary and creative projects have been provided, including research on language in the digital space, the creation of glossaries, and media language analysis. It has been established that project-based learning fosters student autonomy, initiative, and cognitive engagement. It is confirmed that participation in projects cultivates academic integrity, communicative culture, and the ability to argue one’s own position. It is remarked that the integration of project methodology into the educational process shapes a new model of language education focused on competency-based, personal, and sociocultural approaches. It is emphasized that the combination of linguistic analysis with digital practices responds to the current challenges of the educational environment. It is summarized that the implementation of project methods is strategically significant for improving the quality of humanities education in higher education institutions.