The article analyzes the formation and current state of the concept of the «biographical project» in Ukrainian and international humanities discourse. It demonstrates that there is no unified interpretation of this term in scholarly and educational traditions: it ranges from a psychological understanding as a form of personal self-projection to a pedagogical tool defined as a project for researching a biography. The study substantiates the relevance of a broader approach, according to which a biographical project is viewed as a multidimensional cultural, scholarly, and educational phenomenon that functions both as a learning research task and as a long-term practice of representing life narratives within cultural and digital environments.

The place of biographical projects within the education system is outlined: from school to university levels, as a teaching method, a content component of humanities disciplines, and a form of project-based learning. A classification of biographical projects into traditional (research, publishing, memorial, artistic) and innovative (digital platforms, interactive maps, audiovisual formats, social media) is proposed, along with an analysis of their educational potential. It is argued that traditional formats ensure methodological depth and the development of academic competencies, whereas innovative formats foster digital literacy, media communication skills, and creative thinking.

The article also examines the educational potential of the academic course «Biographical Projects in Ukraine and the World» as an example of integrating theoretical and practical approaches to biography studies in higher education. It is established that the course develops a complex of interdisciplinary competencies, including analytical, research, digital, communication, and project-based skills, while also fostering critical thinking and an understanding of the mechanisms of shaping historical memory. The study concludes that biographical projects serve as an effective tool for modernizing humanities education by combining academic knowledge with the practices of public history, digital humanities, and cultural communication.

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