This article examines the methodology for developing university students’ independent learning activities through project-based learning technology. The study is based on the assumption that project-based learning can create favorable pedagogical conditions for strengthening students’ autonomy, responsibility, self-regulation, and ability to manage their own learning process. A quasi-experimental pre-test–post-test method was employed to evaluate changes in five key components of independent learning: planning, information search, task management, self-monitoring, and reflection. The results revealed substantial positive dynamics in the experimental group. The overall mean score increased from 55.86 points in the pre-test to 78.06 points in the post-test, representing an improvement of 22.20 points. In comparison, the control group increased from 56.30 to 62.70 points, with a gain of 6.40 points. The greatest improvement in the experimental group was observed in information search (+22.9 points), while self-monitoring and reflection each increased by 22.2 points. Task management improved by 21.9 points and planning by 21.8 points. The findings indicate that project-based learning contributes to the development of independent learning as an integrated process by involving students in goal setting, planning, information analysis, decision-making, task implementation, progress monitoring, and reflective evaluation. The study concludes that project-based learning can serve as an effective methodological mechanism for gradually shifting students from teacher-directed learning toward more autonomous and self-regulated educational activity.