Project-Based Learning as a Driver of Regional University Leadership in Engineering Education

Abstract

In the past two to three years, Russia’s higher education agenda has prioritized advancing engineering education through closer university–industry integration to promote technological leadership. A key challenge for many universities, especially those with a focus on engineering, remains the reliance on localized teaching practices that enable only sporadic collaboration with regional enterprises. This gap may be addressed through project-based learning (PBL), which supports sustained cooperation among students, faculty, and industrial partners. This study examines PBL as a potential driver of leadership among regional universities in engineering education. The empirical base includes data from the 2021–2023 national monitoring of Russian university performance (n = 769), development programs from federal initiatives such as Priority 2030 (n = 113) and Advanced Engineering Schools (n = 50), along with additional supporting sources. Methods employed include classification, comparative and cluster analysis, and content analysis. The analysis identified five clusters of regional universities with prospects for leadership in engineering education. The findings suggest that four of these clusters, which include 33 universities across 14 Russian regions, should be prioritized for state funding. In three of the key clusters, up to 75 % of universities have adopted project-based learning models involving continuous collaboration among key actors. These institutions have shown greater activity in developing student design bureaus and start-up initiatives. The results help address two key challenges in regional economies: meeting the demand for skilled labour and modernizing production, by engaging young professionals in innovation-driven projects that accelerate technological development.