Elena E. Panfilova, Olga V. Demkina, Marina A. Galichkina, Anna I. Istomina, Valentina V. Latysheva, Vusala E. Teymurova,
Rapid changes in the labor market, as well as globalization and the development of the information society require new approaches to education. The purpose of our research is to determine the effectiveness of the developed training model based on real projects in entrepreneurial education. In our research we used methods of statistical analysis and questioning. In addition, a real project was developed and implemented in the educational process, in which students together with teachers and entrepreneurs solved real problems. Thirty-six postgraduate students of the intramural department of Ural State University of Economics participated in the project. A random sample of online questionnaires consisted of 785 first-year postgraduate students, 111 teachers of higher educational institutions and 125 representatives of the Russian Federation enterprises. To assess the responses of participants a 5-point Likert scale was used. The results of the study showed that students’ participation in real projects increases their professional skills to 6%-10%. Also, a high level of interest (<60%) of respondents is observed in the implementation of real projects in universities. At the same time, students are the most interested (73%) while entrepreneurs are a little less interested (51%). In turn, 67% of teachers reacted positively to the training based on real projects. Among the main problems of real projects implementation in the university, teachers pointed out the following: insufficient funding (45%), a low level of quality educational support from enterprises 27%, difficulties in organizing the educational process based on real projects (32%). It should be noted that 18% of the respondent teachers preferred traditional learning model, while 24% of the surveyed enterprise employees showed no interest in real projects participation. The main problem for students in achieving the goals of real projects is proper budget allocation (33%) and choice of action strategy (38%). The results demonstrate the effectiveness of the approach based on real projects. Therefore, our research will be useful for organizing real projects in entrepreneurial education.