The use of project-based learning (PBL) in the professional training of future preschool education specialists has its advantages. According to recent research, PBL is a practice-oriented approach that contributes to achieving long-term goals and solving tactical tasks of vocational education. Project-based learning can create favorable conditions for the formation of readiness for self-education of future teachers of preschool organizations. PBL encourages students to work on real projects and scenarios reflecting the challenges they will face as future preschool educators. This practical experience can significantly increase their readiness for a profession that requires problem-solving skills, critical thinking, and communicative competencies that promote cooperation and effective communication. PBL often leads to increased motivation and engagement of students as they work on projects that are of personal importance and relevant to their future careers. PBL can instill a desire for independence in learning and a willingness for continuous professional development, which is crucial for educators.

How effective the strategies of applying project-based learning are can be judged by the assessment of their competencies by the students themselves, the assessment given by teachers who observe the progress in the development of students. Student self-assessment and teacher evaluation are valuable tools for measuring the effectiveness of project-based learning in preparing future preschool teachers for self-education. This feedback loop can help fine-tune the PBL approach to better match the needs of students. This study was conducted within the framework of grant funding for the research of young scientists under the «Zhas Galim» project for 2022-2024. The results of this scientific work can be useful in studying the long-term impact of project-based learning on the professional development of preschool teachers when they go to work and continue their careers. The article is funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan, within the framework of the AP15473674 project «Formation of readiness for self-education of future teachers through project activities».