INTEGRATING ENGINEERING CAREER GUIDANCE AND PROJECT-BASED LEARNING INTO THE EDUCATIONAL ENVIRONMENT

Against the backdrop of accelerating economic technologization and increasingly complex socio-economic processes, higher demands are being placed on graduates’ universal and engineering competences. This study aims to provide a scholarly rationale for an integrated model that combines engineering career guidance with project-based learning (PjBL) across a seamless school-to-university educational continuum. The methodological framework encompasses a bibliometric analysis of international and Russian publications, a representative review of federal initiatives, and case studies from Lomonosov Moscow State University and several leading engineering schools. The findings confirm that PjBL-owing to its high scientific centrality-effectively develops metadisciplinary skills, learner autonomy, and conscious motivation in upper-secondary students, while simultaneously serving as a tool for the early identification of engineering potential. Coordinated interaction among educational institutions, research centers, industry partners, and government bodies creates a sustainable ecosystem in which project activity becomes the core of students’ professional self-determination. Of practical value is the proposed algorithm for embedding projects into subjects such as technical drawing: it enables a transition from the formal assimilation of theory to the construction of authentic technical solutions aligned with sector-specific needs and regional priorities. The conclusions demonstrate that integrating career guidance with PjBL enhances the relevance of engineering education, mitigates the risk of graduates’ professional maladaptation, and fosters critically minded specialists capable of rapid adaptation in high-tech environments. Prospective research avenues include assessing the impact of digital career guidance platforms, developing comprehensive indicators for tracking participants’ career trajectories, and refining methodological approaches for adapting educational policies.

engineering career guidance, project-based learning, professional self-determination, school education, metadisciplinary skills, engineering competences, professional trajectories, digital literacy, technological sovereignty, learning project, technical drawing

Vodchits-Ozmidova A. S., Strazhkova E. A. Integrating engineering career guidance and project-based learning into the educational environment. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;2(71):480—488. DOI: 10.25683/ VOLBI.2025.71.1314.