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The cardinal change of the technological and socio-economic paradigm all around the world makes investigations related to the problems of professional self-determination of the younger generation extremely topical. In the conditions of economic and cultural globalisation, an important component of the professional competence of university graduates is the ability to realise their professional skills and present developed projects in the English-language media space. The article reveals methodological possibilities of the project activity in the ESP course as a pedagogic support for the socio-professional self-determination of students in a non-linguistic university. It determines principles and methods of using specialised Internet resources for developing educational projects in English that contribute to students’ professional self-determination and their social adaptation in the international professional community. The authors suggest a typological classification of practice-oriented projects that can be implemented in the ESP course – informational (abstract-review), analytical (historical, socio-cultural, cross-cultural and other research projects) and creative (creation of an original content – design, models, technological solutions, etc.). It is concluded that the project activity in the ESP course, the results of which can be included in the professional portfolio, is a significant element of socio-professional self-determination of students of a non-linguistic university.

Project activities in the ESP course in the context of students’ socio-professional self-determination at a non-linguistic university