The article analyzes the transformation of higher education in the context of increasing labor market demands, where the practice-oriented approach in specialist programmes serves as a system-forming didactic strategy that ensures the organic integration of real production context into every module of training for future engineers specializing in the construction of unique buildings and structures. The model, based on the implementation of cross-cutting comprehensive projects undertaken by students over several semesters with progressively increasing task complexity as new disciplines are mastered, involves the active engagement of partner organizations not only during practical training periods but also in classroom activities, including joint formulation of assignments, expert review of intermediate results, and provision of feedback aligned with current industry standards and constraints. This format promotes the perception of educational tasks as professional commissions from a specific client, leading to the formation of a holistic systemic vision of a construction facility as a unity of structural, economic, organizational, and regulatory aspects. Comparative data demonstrate that implementation of this model ensures a statistically significant improvement in performance in applied disciplines directly related to project activity, without detriment to the mastery of fundamental theoretical courses, where the results remain comparable to those of traditional training. Students’ subjective assessments reflect a substantial increase in motivation, understanding of interdisciplinary connections, confidence in professional readiness, and a sense of the link between studies and real professional activity. Expert evaluations from representatives of construction companies confirm the superiority of graduation projects according to criteria of realism of solutions, depth of technical and economic justification, consideration of regulatory requirements, and quality of argumentation during defense. Higher competitiveness of graduates in the labor market is also observed, manifested in accelerated employment by specialty, successful completion of the adaptation period, and increased satisfaction with professional activity due to developed competencies in contextual thinking and established professional networks. The findings emphasize that the effectiveness of practice-oriented learning is determined not by the volume of practical elements but by the degree of their integration into the logic of professional development, which creates a synergistic effect and facilitates a smooth transition from the academic environment to production. At the same time, the organizational conditions for implementing the model are identified, including the necessity of sustainable partnerships with employers, retraining of teaching staff, and development of adequate assessment tools, along with limitations associated with resource intensity and disciplinary specificity. This opens prospects for adapting the approach in various fields of engineering specialist education.