This article examines the educational event as a distinctive format of project-based education. Its uniqueness lies in the integration of Georgy Shchedrovitsky’s thought-activity approach, the developmental education framework of Daniil Elkonin and Vasily Davydov, Elkonin’s concept of productive action, and Alexander Asmolov’s humanistic psychology of dignity.

The authors focus on the educational outcomes that emerge when knowledge and competencies are applied in authentic, event-based contexts. The experience of the Center for Sociocultural Project Design «MARS» (Obninsk, Russia) demonstrates that an educational event is not merely a particular organizational format or a collection of pedagogical techniques. Rather, it becomes an intentionally designed environment for collaborative action in which school students gain first-hand experience of initiative, responsibility, participation in a shared project vision, and co-action with Significant Others.

Designing and implementing such events requires an educational environment that gradually cultivates a community of co-creators and co-thinkers. The proposed architecture of the educational event highlights its conceptual connection with Lev Vygotsky’s cultural-historical theory and Alexei Leontiev’s activity theory. Within this framework, the educational event becomes a catalyst for the development of project culture, enabling educational, product-oriented, and socio-reputational outcomes while emphasizing student agency, collaboration, and human dignity.