Abstract
One of the essential areas in teaching biology is the development of students social-emotional skills through project activities. These activities help students connect emotional intelligence with the subject, especially in group work, where they learn to recognize and respond to emotions, demonstrate leadership, manage interpersonal dynamics, and communicate effectively. The article outlines the goals of project activities and presents scientific findings on skill development in this process. It highlights that diagnosing students interests and tracking the growth of their abilities in project-research work is a pressing issue. Monitoring results show a positive trend in students cognitive activity, confirming the effectiveness of the research. The experiment on forming social-emotional skills included several stages. Data were processed using mathematical and statistical methods, such as calculating the arithmetic mean, conducting repeated-measures ANOVA, and performing variance and comparative analyses of students skills before and after the project. The study demonstrates that project activities play a key role in training future biologists. In today’s competitive environment, society demands graduates who think critically, have a strong personal stance, and are capable of conducting scientific research. A specialist with these competencies gains a significant advantage in professional and academic competition.