Evolution of approaches to implementing project activity programs for schoolchildren as part of pre-professional training

Abstract

The article investigates the organization of project-based learning for students within pre-professional IT training programs. The relevance of the study is driven by the need to bridge the gap between the heterogeneous entry-level competencies of school students and the quality standards required for engineering and technical projects. Using the "Apps Development" program implemented within the "school — university" ecosystem (Moscow Pedagogical State University) as a case study, a comparative analysis of two methodological models is conducted: a linear blended model and a differentiated adaptive model.

The article describes the transformation of the course's instructional design, which includes the implementation of an introductory leveling module, the parallelization of learning and development processes, and the integration of professional tools (Git, Trello) alongside a mentorship system.

The results of the pedagogical experiment demonstrate that the transition to individualized learning trajectories and a consultative support model ensures a qualitative improvement in educational outcomes. The effectiveness of the proposed methodology is confirmed by a substantial increase in the conversion rate of student projects into award-winning entries at specialized conferences and a significant rise in student engagement.