Аңдатпа
The rapid development of generative artificial intelligence (AI) has begun to influence learning practices in higher education, raising important questions about how to maintain students’ independent thinking and creative problem-solving skills. In this context, project-based learning (PBL) is increasingly viewed as a pedagogical approach that can encourage active participation and support the development of applied competencies. This study explores the potential of PBL to strengthen student autonomy, creativity, and professional competence in software engineering education within an academic environment where generative AI tools are widely available. The research involved 83 master’s students enrolled in computer science and software engineering programs at a university in Kazakhstan. A mixed-method design was used, combining qualitative analysis of student projects and reflective reports with descriptive survey data. Over a 30-week period, these students completed both individual and team-based projects addressing practical technological tasks in software engineering and computing, including the development of mobile and web applications, AI-generated solutions, data analytics tools, and scientific modelling systems. The results indicate that PBL contributed to the development of practical programming skills, independent learning skills, and research-oriented problem solving. Students’ reflective reports completed project outcomes, presentations, and survey responses indicated increased autonomy, stronger engagement with applied tasks, and a clearer understanding of theoretical concepts through implementation. Many students also noted that the requirement to develop functional systems and justify technical decisions made exclusive reliance on ready-made AI-generated solutions more difficult. The findings suggest that structured PBL can help sustain meaningful cognitive engagement and support competence development in software engineering education where generative AI tools are widely available.