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This article explores the theoretical and practical aspects of problem-based learning (PBL) in higher education. It investigates the content, requirements, and methods for creating problem scenarios, outlining the criteria, stages, and forms of PBL. The study examines the role of key components in PBL and how to effectively integrate them into the educational process. It also analyzes the characteristics, principles, and structural elements of PBL in the context of specialist training. Additionally, the article proposes a classification of problem scenarios and highlights the differences between PBL and traditional learning approaches. The research emphasizes the importance of incorporating integrative technology, virtual reality, and digital educational resources into PBL. An experimental study was conducted to investigate educators' perspectives on the feasibility of implementing PBL in higher education and to examine the impact of a PBL program on students' knowledge acquisition. The findings suggest that PBL is a promising approach for enhancing the learning process and fostering the development of competent specialists. [ABSTRACT FROM AUTHOR]

The article theoretically reveals the content of the terminological apparatus of gamification. The purpose of the article is the need to introduce and study the most effective ways of introducing gamification into the educational process of higher educational institutions for the preparation of a competitive young generation. The methodological concept reflects the relationship and interaction of the use of gamification methods in the educational process of higher education institutions, in particular the use of various components (motivational, meaningful, active, and reflective components). The results show the main directions of influence and structural elements of gamification; the main areas of influence of gamification on the educational environment are clarified; six steps of game mechanisms for introducing gamification into the educational space are described; the importance of implementation, negative manifestations of gamification for the educational process are shown, and the main aspects of gamification are revealed. The most effective features of gamification for students of higher education are listed and examples of Internet projects using gamification in the educational space are given. The introduction of gamification methods through the use of models is substantiated. An experimental study was conducted to check the formation of professional competence in future specialists by providing an educational gamified system in higher education institutions. [ABSTRACT FROM AUTHOR]