In the context of shifting the emphasis in the educational process to the extensive use of information or Internet teaching technologies, there are a number of difficulties that students experience when working with oral and written information e.g. searching, selecting and organizing information on a certain topic, adequately interpreting the information received and presenting the results of the interpretation. In this connection, the authors of the article set the task of studying new possibilities for using the already known didactic method - the project method - in the educational process of higher school at the present stage. The authors analyzed the fundamental differences between the project method and the project technology, as well as clarified concepts such as «project activities» and «project teaching» because in modern pedagogical literature these concepts quite often replace each other. Drawing on the projects typology that has already become traditional in the methodology, the authors have specified the project types in accordance with the stages of teaching students in the university. The authors stated that in the context of teaching cross-cultural communication, the content of the projects will depend on the students’ field of study. Along with the revealed advantages of using the possibilities of the project method in the educational process in higher school, the authors of the article identified a number of restrictions to its application.