Cuƫ ng-edge methodologies within higher educaƟ on necessitate the culƟ vaƟ on of a profi cient and compeƟƟ ve specialist capable of innovaƟ ve thinking and can perform professionally amidst contemporary volaƟ le circumstances. The purpose of this study was to idenƟ fy the eff ecƟ veness of the project method as an innovaƟ ve tool for the teaching of humanitarian subjects. The research used such methods as follows: quesƟ onnaire, observaƟ on, experiment, as well as staƟ sƟ cal methods for data processing. In the course of the research, it was determined that the students who were engaged in the project acƟ vity, during the project, autonomously researched scienƟ fi c, reference, educaƟ onal, and methodological literature. A group of experts found that students’ parƟ cipaƟ on in project acƟ viƟ es infl uenced the development of creaƟ ve acƟ vity and creaƟ ve systemic thinking, contributed to their self-organizaƟ on. During the survey, it was determined that students’ independent work on creaƟ ng projects ensures the development of personal and funcƟ onal components of self-organizaƟ on.The research’s scienƟ fi c novelty lies in its exclusive focus on students studying humanitarian disciplines. The restricted scope of the experiment facilitated the idenƟ fying the project approach as such that can be integrated into the academic system to enhance students’ personal and pracƟ cal profi ciencies, thereby promoƟ ng their overall growth. Further research can be aimed at determining the eff ecƟ veness of using game methods in the course of teaching of humanitarian disciplines.