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Mapping the path to effective project-based learning: a systematic review and analysis of models and practices

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Sánchez-García, Rosa, Angosto, Salvador·2026·Humanities and Social Sciences Communications
DOI 10.1057/s41599-026-07870-0
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Abstract

Project-Based Learning (PBL) has become a widely adopted pedagogical approach based on student-centered inquiry and authentic problem-solving. While its procedural aspects have been extensively documented, less attention has been given to the cognitive and socio-emotional dimensions that also shape its effectiveness. This study systematically maps these three dimensions in contemporary literature and proposes an expanded framework to promote more integrated, rigorous, and meaningful learning experiences. Following PRISMA guidelines, we conduct a systematic review searching in two data bases (Web of Science and Scopus) that reported 25 studies selected that fulfilled the inclusion/exclusion criteria, and quantitative content analysis of selected studies across diverse educational contexts. The coding scheme integrates the foundational elements of the Gold Standard PBL model with additional components which broaden the procedural scope and define both cognitive and socio-emotional learning constructs more explicitly. The review identifies a clear imbalance across PBL dimensions: while socio‑emotional aspects are consistently well represented, procedural elements show substantial regional variation, and cognitive components remain the most underdeveloped. This mapping sharpens the understanding of current research trends and highlights key gaps that require deeper empirical investigation and pedagogical innovation. Overall, the findings reinforce the need for a more integrated PBL design approach, one that deliberately combines cognitive rigor with socio‑emotional engagement to enhance its educational effectiveness. Managerial implications present the Comprehensive PBL Design Model (CPBL‑Model) as a guiding framework for future work. While its full implementation exceeds the scope of this study, it provides a foundation for advancing more integrated PBL practices. Further research should examine and refine its dimensions, particularly in relation to diverse educational contexts.

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  • Disparities arising from varied educational systems and resource endowments across contexts will constrain the depth of in-class inquiry and compromise implementation fidelity, ultimately restraining the complete realization of PBL's pedagogical merits.

    “Given its sophisticated procedural design and time-intensive operation, disparities arising from varied educational systems and resource endowments across contexts will constrain the depth of in-class inquiry and compromise implementation fidelity, ultimately restraining the complete realization of PBL’s pedagogical merits (Sánchez-García and Angosto, 2026).”

    From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Sánchez-García and Angosto, 2026

    The Procedural dimension section describes PBL implementation as resource-intensive and time-consuming. The Discussion says differences in resources, curricula, and teacher training affect implementation fidelity, and that rigid curricula can limit sustained inquiry. But the claim's unqualified prediction that disparities will have these effects across contexts is stronger than the review's context-dependent findings; its Limitations section cautions that the results cannot be generalized to all PBL implementations. (LLM, conf=0.84)

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Authors
Sánchez-García, R., & Angosto, S.
Affiliations
  • Universidad Loyola Andalucía (ES)
  • Universidad de Sevilla (ES)
Corresponding author
Angosto, Salvador
ORCID
Sánchez-García, Rosa
Venue
Humanities and Social Sciences Communications
Publisher
Springer Science and Business Media LLC
Published
2026-06-12
Volume
13
Issue
1
ISSN
  • 2055-1045 (ISSN-L)
  • 2662-9992
DOI
10.1057/s41599-026-07870-0
OpenAlex
W7164516569
Cited by
2
References
0
Citations by year
2026: 2
FWCI
7.16
Type
journal article
Language
en
Open access
Licence
Locations
  • Humanities and Social Sciences Communications (publishedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
Ministerio de Ciencia, Innovación y Universidades (JDC2022-048886-I)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
project-based learning, cognitive learning, social-emotional learning, student-centered inquiry, authentic problem solving

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