Аннотация
The article explores the impact of the educational project "Pedagogical School for Future Officers" on the readiness of future officers for educational work. The research involved 91 students from Kazakh National University named after al-Farabi. A quasi-experimental pre–post design without a control group constituted the methodological framework. The statistical significance of differences was assessed using a paired Student’s t-test, while effect sizes were estimated by Cohen’s d. A Likert scale questionnaire was employed to measure readiness. A statistically significant increase in mean readiness scores – from 3.7 to 4.4 (t=3.912; p=0.022; Cohen’s d=2.33) – was observed at the final assessment. The findings indicate that the project-based method significantly contributes to developing organizational, communicative, and motivational skills. Furthermore, the phased implementation enabled the gradual acquisition of pedagogical knowledge and practical skills, resulting in greater preparedness for real-world tasks. The study concludes by substantiating the value of integrating project-based learning into military education. This intervention enhances individual competencies and fosters active engagement, critical thinking, and self-directed learning. The empirical validation of a three-stage project-based model, previously untested within Central Asia's military education, substantiates the scientific contribution of this study.